Technological Pedagogical Content Knowledge Model Research Articles

The Effect of Technological Pedagogical Content Knowledge (TPACK) on Rural Area Students’ English Writing

This research was conducted to examine the impact of the Technological Pedagogical Content Knowledge (TPACK) and Direct Learning (DL) model on the learning outcomes of students in rural areas concerning English descriptive text composition. The models introduced a meaningful learning experience within conventional classroom settings, enabling students to connect prior knowledge with new information in creating innovative ideas. TPACK model played an essential role in the educational system, facilitating teachers in integrating technological, pedagogical, and content knowledge throughout the instructional process. Therefore, students became more engaged, active, and enthusiastic participants in their learning. An authentic experimental and control group design was carried out in two parallel classes at a senior high school. Meanwhile, ANOVA Factorial (2-way ANOVA) was used to analyze the data. The results showed that the learning outcomes of TPACK were significantly different from those of the DL group. Therefore, TPACK substantially affected the learning outcomes of students in writing English descriptive text. This research reported the valuable contribution of the model in equipping future teachers with the knowledge necessary to integrate content, learning theories, teaching models, methods, and technology into their instructional practices.

Understanding continuous use intention of technology among higher education teachers in emerging economy: evidence from integrated TAM, TPACK, and UTAUT model

ABSTRACT This paper presents a new model of integrated technology continuance model (ITCM) to explain teachers’ Continuous Use Intention (CUI) of technology in the higher education institutions (HEIs). Drawing constructs from prominent technology adoption models like TAM, UTAUT, and incorporating the theory of TPACK (Technological Pedagogical Content Knowledge), the new research model is developed and tested. An online survey was carried out to gather data from 573 teachers teaching in the HEIs of an emerging economy using purposive sampling method. Data collected was evaluated utilizing the partial least squares structural equation modeling (PLS-SEM). Analysis establishes applicability of ITCM model in predicting CUI of technology among teachers, with an explanatory power of 60.4%. The study also highlights the positive influence of facilitating conditions and management support on TPACK which has a favorable impact on self-efficacy, perceived usefulness, and perceived ease of use. Additionally, perceived usefulness, perceived ease of use, self-efficacy, and social influence has a major influence on the CUI of technology among teachers in HEIs. The study provides insights into factors influencing the integration of technological innovations in a teachers’ pedagogy and the classroom settings to achieve some key tasks of sustainable development goal 4 (SDG4). Future research directions and study implications have been proposed considering the research findings.

From knowledge to inclusion: Culturally responsive TPACK (TPACCK)

Technological pedagogical content knowledge (TPACK) is one of the most widely used frameworks mobilized to support technology integration. Building on recent scholarship that calls for more inclusive and contextualized TPACK to improve technological integration at the local level, this study situates and empirically analyzes the influence of cultural variables in TPACK implementation by a Canadian EFL teacher working in the Japanese university context. It uses analytic autoethnography that draws on culturally responsive teaching and Western and Japanese cultural theories. The results highlight the critical limitations of the current TPACK model in intercultural environments and argue for the inclusion of cultural knowledge as a distinct but overlapping knowledge construct (TPACCK). This model would give greater attention to teachers’ cultural knowledge, thus better equipping educators and organizations to overcome cultural challenges that arise in implementing pedagogies, content, and technologies in intercultural contexts.

Sustaining Teacher Professional Learning in STEM: Lessons Learned from an 18-Year-Long Journey into TPACK-Guided Professional Development

This article is a self-narrative of our 18-year research into the technological pedagogical content knowledge (TPACK)-guided professional development of teachers in ICT-enhanced mathematics learning. Using autoethnography as the methodology to elucidate our transformative personal evolution in implementing the TPACK model, we describe how we conceptualized and enacted the TPACK framework across three distinct phases of our research trajectory. In the first phase, our efforts focused on offering afternoon seminars and workshops on using educational software. Mathematics teachers attended the seminars and workshops voluntarily. In the second phase, we concentrated on designing programs guided by the principles of adult education, which emphasize the importance of learner autonomy and relevance, and socio-constructivist views of teacher professional growth, which stress the role of collaboration and reflection in learning. In the final phase, we adopted a systemic, school-based approach to investigating and expanding TPACK for mathematics and other STEM/STEAM teachers. At the end of each phase’s description, we delve into the profound lessons learned and how these led to a paradigm shift, expanding our perspective on TPACK as practitioners and researchers. Finally, we present a set of recommendations for future research and practice aimed at facilitating the sustainability of STEM/STEAM teacher professional learning initiatives.

An Investigation of TPACK-Practical for Teaching English as a Foreign Language

Technological Pedagogical Content Knowledge (TPACK) has been a common subject for different educational purposes from the planning of teaching process to testing and assessment practices. The term "TPACK-Practical" refers to a framework based on teachers' knowledge and experience that takes into account the theoretically described TPACK model's structure and the process of teaching practice. The present study aims to describe the nature of technology integration among Turkish EFL in-service instructors by exploring their skill levels to implement their TPACK-Practical in their classroom practices, and by explaining the relationships between these skill levels and some demographic variables. The research was conducted in the contexts of the Schools of Foreign Languages at various universities in Turkey at the end of the second term of 2022/2023 academic year. All EFL instructors teaching at the university level are the study's target population; however, the convenience sample chosen for the study on a voluntary basis only included 155 EFL instructors from these schools who responded to the questions on the data collection instrument (TPACK-Practical scale developed by Yeh et al., 2014). To comprehensively understand the participant profile and collect data to analyze the relations between the variables, the participants' demographic characteristics were also considered. The study has a quantitative research design that employs descriptive statistics to describe the demographic information and scale results; and correlation analysis, independent sample t-test, and ANOVA test to explain the relationships between the variables. Results of the study have revealed that EFL instructors generally use their TPACK-Practical skills in classroom applications at a "sufficient" level (at the lowest level in the Assessments area and at the highest level in the Subject Content area), and that demographic variables have no significant effect on their technology integration skills.

The path of deep integration of information technology and courses under TPACK model

This article aims to explore the role and value of the TPACK (Technological Pedagogical Content Knowledge) model in promoting the deep integration of information technology and curriculum in the context of educational informatization. By analyzing the Action Plan for Information Technology in Education 2.0, the gap between the popularization of hardware equipment and teachers' insufficient understanding of the integration of information technology and curriculum is revealed. Research has found that the TPACK model provides a new perspective on education and teaching, which is one of the keys to promoting educational modernization, and can also optimize the functions of smart teaching products. The research on deep integration paths based on the TPACK model involves the current status of deep integration of information technology and disciplines, TPACK evaluation model, teacher training and technology platform function development, etc., aiming to provide effective guidance for teacher training and technology development.

Technology, Pedagogy, and Content Knowledge: An Australian Case Study

Teacher Education students, at the bachelor’s and post-graduate level, complete programs that expose them to educational theories and best teaching practices. However, the extant literature has repeatedly demonstrated that many preservice teachers (PST) are unprepared to apply such knowledge to real-world educational settings. The problem may be particularly acute when it comes to the use of technology in classrooms. Given increasing government investment in technology and the burgeoning digital industries, teachers can play a critical role in demonstrating the effective use of technology in the course of teaching and learning. This study used a survey based on the Technological Pedagogical Content Knowledge (TPACK) model to evaluate PSTs self-perceived competencies in integrating technology into their teaching practices. Over a span of two years, PSTs enrolled in a unit offering six weeks’ professional experience were invited to respond to the survey and rate their cognizance of relevant teaching practices. Respondents indicated some familiarity with TPACK, but significant gaps were also evident. Moreover, despite the lack of significant differences among age groups in PSTs perceived ability to apply the TPACK model, noticeable differences were observed in their experiences regarding gender and prior employment.

Mathematics education in the digital age: How to foster higher-order thinking skills?

<span lang="EN-US">How technology and industrial change affect how well students do in school for the 4.0 level to be met, students must be able to use higher-order thinking and technological pedagogical content knowledge (TPACK). Students have difficulty using advanced technological tools when they need to think critically and artistically. So, students will only be able to learn higher-order thinking skills if they have TPACK. It is a common reason why people need to learn mathematics better in the current world. The purpose of this research was to help complete a structural model of TPACK and higher-order thinking skills for distance math learners. In a cross-sectional quantitative study, the data were looked at with structural equation modelling (SEM). For this study, 279 people from Universitas Muhammadiyah Purwokerto and Universitas Riau were chosen to participate. The study’s structure model shows a powerful link between higher-order thinking skills and TPACK. As a result, secondary school mathematics educators can benefit from this study’s findings by adopting fresh perspectives on TPACK and higher-order thinking.</span>

Investigating the effectiveness of TPACK and TGT in enhancing histogram learning achievement among eighth-grade students

This study aimed to explore the effects of employing the Technological Pedagogical Content Knowledge (TPACK) model integrated with the Teams Games Tournament (TGT) collaborative instructional approach in teaching the concept of histograms to eighth grade students. Additionally, the research sought to assess the students' satisfaction with this integrated method during the learning process. The participants in the study comprised 44 eighth-grade students from a public school in Thailand.  Three primary instruments used in this study are the learning management plan, a learning achievement test and a satisfaction questionnaire. The findings of the study indicate that the integration of the TPACK model with TGT collaborative learning had a positive impact on the participants' comprehension and knowledge of histograms. The interactive and cooperative nature of TGT activities in addition to the integration of technological, pedagogical and content knowledge increased the learning outcomes of the students. Additionally, the participants   expressed a high level of satisfaction with the integrated TPACK and TGT frameworks   learning experiences.  This suggests that the collaborative and technology-enhanced approach fostered a positive and engaging learning environment, facilitating a deeper understanding of the histogram concept. These findings contribute to the existing body of knowledge on innovative instructional methods and provide valuable insights for educators seeking to enhance students' learning experiences in mathematics and other related subjects.

The challenges of Physical Education, Sports, and Health Teachers in Integrating the Technological Pedagogical Content Knowledge Model in 21st Century Physical Education Learning at Islamic Elementary Schools (Madrasah Ibtidaiyah)

The challenges of Physical Education, Sports, and Health Teachers in Integrating the Technological Pedagogical Content Knowledge Model in 21st Century Physical Education Learning at Islamic Elementary Schools (Madrasah Ibtidaiyah)

Overview of the TPACK Model in Digital Learning: A Bibliometric Analysis

This bibliometric analysis provides an overview of the Technological Pedagogical Content Knowledge (TPACK) model of digital learning. The TPACK Model refers to integrating three types of knowledge: technological, pedagogical, and content knowledge, to effectively integrate technology in learning and teaching. Using a comprehensive search strategy, it identified 123 relevant articles from the Scopus database in fiscal years 2013 – 2022. The results reveal that articles and journals focused on learning and technology dominate in terms of citations. Furthermore, Scopus database publishing journals are dominated by Q1 rankings. Meanwhile, the UK became the country with the most significant articles. The results of the VOSviewer visualization revealed that seven clusters showed that digital learning requires technology, various good tools, and the development of educator proficiency levels. This study provide insights into TPACK research trends and patterns, which may inform future research direction and practice in a digital learning environment. Teachers can apply TPACK to digital learning well; it is crucial to be equipped with digital competencies first before he becomes professional educator through preservice training because TPACK is closely related to technological knowledge and pedagogy that will make teachers skilled and creative in applying learning with the help of digital technology.

Critical thinking with TPACK in bachelor's degree in Literature and Spanish Language

The article presents the results of the research variables involved in an online training program that develops critical thinking and the Technological Pedagogical Content Knowledge (TPACK) model. Action research is carried out, within the framework of the ICT research line and the learning process, with a sample of 42 students from the first semester of the Bachelor's program in Literature and Spanish Language at the Universidad Surcolombiana, who participated in the pre-test. -test and post-test. In conclusion, the online training program strengthens the development of critical thinking with the application of the TPACK model.

Evaluation Research on Lecturers’ Pedagogical Competence of UIA

It is believed that lecturers contribute a significant effect on the quality of graduates. This research aims to evaluate lecturers' pedagogical competence at UIA and to provide recommendations for improvement. This is a survey study design, where the target population is all students at UIA Jakarta, with the limited population is the sixth-semester of undergraduate students. The sampling method used simple random sampling. The data are gathered through a questionnaire and analyzed using descriptive statistics. The result shows that the average score of lecturers' pedagogical competence is 3.51 (good), with the highest score 3.63 is, beginning and ending the lesson with a greeting and prayer. Pedagogical competence is important in bridging the gap in learning achievement. Technological Pedagogical Content Knowledge (TPACK) is a learning model that integrates technological knowledge into content and pedagogical concepts. TPACK model has become a lecturer's need in dealing with education trends in the digital era, which is highly dependent on integrating technology in the teaching and learning process. The recommendations as the implication of the study are encouraging UIA lecturers to participate in Instructional Techniques Training (PEKERTI) for professional certification, implementing the TPACK model in their teaching, and ensuring adequate access and quality of ICT facilities to support academic activities on campus.

A Phenomenological Research Study of Classroom Managers Technological Pedagogical Content Knowledge in Emergency Remote Learning

This study investigated the classroom managers' technological pedagogical content knowledge (TPACK) during the implementation of remote schooling. It is especially interested in learning about their changing roles and experiences with the TPACK model. This study employs a descriptive phenomenological approach. Through purposive sampling, ten (10) elementary educators participated. Teachers' personal experiences were collected through in-depth online interviews via Google Meet and Messenger. Colaizzi's data analysis approach was utilized in analyzing the gathered data. The results revealed that the changing role of educators employs positive and negative results in the materials, process, feedback, students, and parents. Also, educators enhance their role by being effective goal-setters, efficient communicators, implementers and planners, lifelong learners, and assessment experts in coping with diverse challenges. Lastly, it shows the status of TPACK integration, which helps elementary educators to be efficient. Moreover, educators used TPACK as their roles changed during the COVID-19 Pandemic. It is then an implied training proposal for adequate technological, pedagogical, and content knowledge in minor emergencies to build up educators' knowledge and further study to identify issues and barriers for educators to teach in a pandemic effectively.

Exploration the skills of teachers: Implementation technological pedagogical content knowledge

Technological pedagogical content knowledge (TPACK) is urgently needed by science teachers in schools in the 21st century. This study aims to describe the effectiveness of teachers in applying the TPACK model. Regarding effectiveness, there is a statistically significant increase in alpha 0.05, which is the average score of teacher skills for classes A and B; the average normalised gain (n-gain) score for minimum teacher skills is in the medium category; there is no statistically significant difference in the alpha 0.05 average score of n-gain skills of teachers of classes A and B; the minimum effect size is in the medium category. The research sample consisted of 70 junior high school natural science teachers, each class with 35 teachers. The collected data were analysed using paired sample t-test, n-gain calculation and effect size. The results showed that the increase in teacher skill scores was significant; the average n-gain score of teachers’ skills was in the medium category; the average score of the average n-gain of teachers’ skills was not different between classes A and B; and the effect size is in the moderate effect category. The conclusion of this study is that teacher professional education programme activities are effective in implementing the TPACK model. The TPACK model can improve the skills of teachers’ higher-order thinking skills in teaching science in schools.
 Keywords: Science, teacher, technological, pedagogical, content knowledge

Analysis of Technological Pedagogical Content Knowledge (TPACK) Ability Based on Science Literacy for Pre-Service Primary School Teachers in Learning Science Concepts

This study intends to describe and investigate the ability profile of Technological Pedagogy Content Knowledge (TPACK) based on scientific literacy for pre-service primary school teachers. The measurement of student TPACK skills is needed to determine the knowledge of technology that will be implemented in the learning process. Students' TPACK knowledge needs to be developed because integration between pedagogical abilities, material content, and technology is needed. This research is quantitative survey research. This study tested a TPACK model, which was described by the relationship between latent variables, namely from seven components, including TK, PK, CK, TPK, TCK, PCK, and TPACK. The data collection technique used a questionnaire instrument with 46 items. The questionnaire instrument was filled out by 206 pre-service primary school teachers who had taken the Science Concept, Science Application, Science Teaching Learning Course, and Field Experience Practice Courses. The results were then calculated and analyzed using a modeling test with a Structural Equation Modeling (SEM) approach. The results showed that PCK variability could be influenced by the CK and PK components of 51.5%. While the variability of TCK can be influenced by the components of CK and TK of 42.7%. The variability of the TPK can be influenced by the PK and TK components of 45.2%. Finally, the magnitude of the effect of PK, CK, TK, PCK, TPK, and TCK components on TPACK is 61.0%. The TPACK profile of pre-service primary school teachers is good with the factors that contribute most to the components that go into PK and CK. As a result, the findings of this study will contribute to the development of a more thorough profile of the TPACK competencies of pre-service primary school teachers, which can enhance their capacity to incorporate technology when they become teachers in the future.

Physical Education and Apps: The Remote Learning Challenge

Applying technological pedagogical content knowledge (TPACK) and an in-depth understanding of apps are essential for successful remote physical education learning. TPACK is a model that helps teachers consider how their knowledge domains intersect to effectively teach and engage students with technology (Mishra & Koehler, 2006). This article aims to identify different apps integrating the TPACK model for remote classes.

Integration of technological pedagogical content knowledge (TPACK) in classrooms through a teacher's lens

Technological literacy has become an unavoidable requirement in today's classroom. The importance of incorporating technology into traditional learning settings aims to create meaningful learning experiences while also cultivating positive perspectives and relationships with technology. While technological knowledge has become indispensable in most classrooms and has been incorporated into various curriculum and frameworks, the incorporation of technology in traditional teaching is accompanied by barriers and limitations based on preconceived notions of technology, school culture, and access to technology. This paper attempts to assist teachers/educators in understanding how Mishra and Koehler's Technology Pedagogical Content Knowledge (TPACK) model can resolve issues and help them overcome the monotony of the online teaching-learning process. The goal of this paper is to provide a brief overview of the TPACK model, examples of how the framework can be integrated with science content, and recommendations for solutions to common barriers and limitations across other subject areas.

Perception of Islamic Religious Education Teachers Based on TPACK

This article analyzes the TPACK-based Islamic Religious Education Teacher's Perception at SMK Negeri Rengel-Tuban. This article uses descriptive qualitative research methods. Data were collected using observation, interviews, and surveys through the google form application. This study's participants comprised six people with details one female teacher and five male teachers. The results of this analysis indicate that PAI teachers at Rengel State Vocational School have a good perception of the use of the TPACK (technological pedagogical content knowledge) model and have a vital role in the field of Islamic Religious Education, namely, by mastering TPACK, PAI teachers can present innovative learning. And creative and effective in the classroom, implementing online learning through TPACK has succeeded in increasing teacher competencies such as online classroom management competencies.

Web-Enhanced Computer Science Course

Information and communication technologies have changed the way students learn, and higher education institutions in the Middle East region strive to attract professors who use technology in their daily teaching and learning practices. This study examines students’ experiences of a Web-enhanced computer science course. In an online survey based on the technological pedagogical content knowledge (TPACK) model, 132 students’ responses to 31 items were measured and analyzed. Factor analysis revealed three pre-dominated factors: technology, pedagogy-content and TPACK; of these, technology was found to exert the strongest influence on students’ educational experiences. The findings are discussed in relation to the TPACK model, along with implications for theory and practice. This investigation provides insights into current initiatives in the Middle East region that encourage higher education institutions to implement technology in teaching and learning. It contributes to the literature by deepening understanding of how new approaches in education are diffused and adopted.