Technological Pedagogical Content Knowledge Research Articles

Exploring teacher educators’ challenges in the context of digital transformation and their self-reported TPACK: a mixed methods study

ABSTRACT The ongoing digital transformation requires teachers and teacher educators to re-conceptualise their roles and tasks. The purpose of the present study is to examine teacher educators’ challenges in the context of digital transformation, their technological pedagogical content knowledge (TPACK) and the role of personal and contextual characteristics. To this end, this study employed an exploratory sequential mixed methods research design. Data were collected from individual semi-structured interviews (N = 8) and an online questionnaire (N = 179). Findings reveal that teacher educators experience challenges on the lecturer and institutional level. However, they rate their TPACK rather high. Results of multiple linear regression analysis indicate that frequency of digital technology use and perceived challenges are significant predictors of TPACK. Findings of the study shed light on teacher educators’ digital upskilling needs and relevant personal and contextual factors which need to be considered in the design of professional development curricula.

Improving Pre-service English Teachers' TPACK in Teaching Contest

The development of pre-service teachers' Technological Pedagogical Content Knowledge (TPACK) has attracted wide attention among scholars and teacher educators worldwide. However, few studies have explored pre-service teachers' TPACK in the context of teaching contest. To fill the research gap, this study interviewed three pre-service English teachers who participated in competitive teaching contest to uncover the influence of the teaching contest on their TPACK development. Findings suggested their TPACK was greatly developed through observations of role models, instructional design practice, peer collaboration, expert feedback, and self-reflection. Finding of the study enriched people's understanding of TPACK theory and provide valuable suggestions for pre-service teachers, university teacher training programs, and teacher educators to improve pre-service teachers' TPACK.

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.

Enhancing English as a Foreign Language (EFL) Learners’ Writing with ChatGPT: A University-Level Course Design

This research explores the innovative integration of OpenAI’s GPT-3.5 within a university-level English as a Foreign Language (EFL) writing course, illustrating a novel approach to academic instruction. The course follows the ADDIE instructional design model, encompassing five systematic stages: analysis, design, development, implementation, and evaluation. This model serves as the backbone of the course structure, ensuring a comprehensive educational experience. The incorporation of the Technological Pedagogical Content Knowledge (TPACK) framework in this course facilitates the effective integration of GPT-3.5 by enabling instructors to align advanced AI capabilities with appropriate pedagogical strategies, thereby enhancing the learning experience. TPACK guides educators in applying GPT-3.5’s features in a manner that is contextually relevant and pedagogically sound, ensuring the technology’s use complements the course content. The findings from this research are significant. They reveal that GPT-3.5 addresses three fundamental challenges often encountered in academic writing courses. Firstly, it enhances efficiency by providing immediate feedback and generating content ideas, accelerating the writing process. Secondly, GPT-3.5 ensures cohesive organization within students’ writing, guiding them to structure their thoughts more logically. Lastly, it serves as a reliable substitute for traditional peer reviewers, offering critical and objective feedback that students can use to refine their drafts. As students engage with AI, they enter a dynamic partnership. This collaboration with GPT-3.5 fosters critical thinking and empowers students to develop a distinctive writing voice. Through this interaction, students are not merely passive recipients of knowledge but active participants in a learning process that is augmented by cutting-edge technology. This study not only provides insight into the potential of AI-augmented academic writing but also highlights GPT-3.5’s role in promoting writing proficiency. It demonstrates that the application of AI in education can enhance the learning experience without compromising the individuality of student expression.

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.

Technological pedagogical content knowledge mobilized by residents when using applications in science teaching practice

Technologies and the benefits of digital resources became a mandatory part of the school with the arrival of the Common National Curriculum Base (BNCC). This question led to the development of research in the Graduate Program in Education (PPGEd) from Federal University of Piauí (UFPI), with the general objective of analyzing how do residents from the Nature Sciences area, at Federal University of Piauí, use mobile applications in teaching practice to integrate the Technological Pedagogical and Content Knowledge. The research is characterized as a qualitative approach, specifically, as an action-research case study according Moreira (2011). Undergraduate six students from the Licentiate Degree in Natural Sciences and residents from the Pedagogical Residency Program. To make data production, we used online questionnaires and collective interview techniques. The data was organized into thematic units, and the analyzis of the research data is presented based on elements of Bardin's content analysis (2011) and the interpretation from the point of view of dialectical hermeneutics. The research results point to evidence of the mobilization of TPACK by residents when using the application in educational practice.

Learning by design: Enhancing online collaboration in developing pre‐service TESOL teachers' TPACK for teaching with corpus technology

AbstractIn this study, we integrated corpus technology in pre‐service TESOL (Teaching English to Speakers of Other Languages) teachers' technological pedagogical content knowledge (TPACK) development in corpus technology, termed corpus‐based language pedagogy (CBLP), and highlighted the collaborative effort for knowledge building among participants for TPACK development. The study examined the role of online collaboration in facilitating how pre‐service TESOL teachers developed their CBLP (TPACK in corpus technology) using a learning‐by‐design approach, enacted it in co‐designing lessons, revised their lessons and reflected on their collective knowledge building processes. Using a case study approach involving 33 participants, the study focused on both intra‐ and inter‐group interactions to understand the pre‐service teachers' learning dynamics/changes and unpack the interaction mechanism involved in online collaborative learning. To these ends, we collected data including CBLP group lesson designs, intra‐group data (interviews) and inter‐group peer critical comments and analysed them based on the two stages (comprehension and transformation) of Shulman's pedagogical reasoning. The results suggest that engaging in online collaboration, facilitated by the learning‐by‐design approach, is instrumental in enabling pre‐service teachers to learn corpus technology and expand their repertoire of teaching strategies. Our findings imply that both intra‐ and inter‐group collaboration modes are important to help pre‐service TESOL teachers holistically develop TPACK for language teaching. Similar implications may be applied to other subject‐specific TPACK training.Practitioner notesWhat is already known about this topic Teacher preparation programmes play a crucial role in developing pre‐service teachers' technological, pedagogical, and content knowledge (TPACK) TPACK integration into pedagogical practice and subject‐specific professional development opportunities are important for effective teaching, but there is a lack of research on subject‐specific TPACK development (eg, TPACK in language teaching) Online collaborative learning can support TPACK development, but most studies focused on intra‐group interactions with little attention to inter‐group interactions What this paper adds Introduces a new corpus‐based language pedagogy (CBLP) for TESOL teachers to help them develop TPACK in language teaching Presents an innovative two‐step training framework for developing TESOL teachers' TPACK in corpus technology Examines the role of online collaboration in developing pre‐service TESOL teachers' TPACK for teaching with corpus technology through learning by design Provides in‐depth qualitative data analysed both qualitatively and quantitatively to investigate the specific roles that intra‐group and inter‐group interactions play in shaping pre‐service TESOL teachers' CBLP development Develops an analytical framework comprising nine categories (under the comprehension and transformation stages of Shulman's pedagogical reasoning model) to code pre‐service TESOL teachers' TPACK development in corpus technology Finds that intra‐group interactions facilitate both comprehension and transformation stages, while inter‐group interactions predominantly facilitate the transformation stage of CBLP Implications for practice Emphasises hands‐on corpus‐searching skills and guidance on browsing corpora when designing CBLP lessons Encourages both within‐group and between‐group interactions in online collaborative learning to foster TPACK development for using corpus technology in teaching language subjects Considers incorporating similar approaches for developing other subject‐specific TPACK for other teaching subjects

A Structural Correlation Model of EFL Teachers’ Technological Pedagogical Content Knowledge and their Teaching Effectiveness

A Structural Correlation Model of EFL Teachers’ Technological Pedagogical Content Knowledge and their Teaching Effectiveness

Professional Development Program to Develop Teacher Educators’ Technological Pedagogical Content Knowledge

This study aimed to prepare, implement and evaluate the effectiveness of a professional development program that develops Technological Pedagogical Content Knowledge (TPACK) of teacher educators. Qualitative research methods were used. The research was carried out with 10 teacher educators from different departments. Pre- and post-interviews were conducted to evaluate the effectiveness of the program. The program was found to have positive effects. Teacher educators stated that while transferring the knowledge they gained to the classroom environment, the methods they used could affect the education positively and attract the attention of students. Therefore, they planned to use the knowledge they acquired later on. They realized that with the knowledge they gained through this program, they would be a role model for the teachers of the future. At the end of the program, each participant’s TPACK development was in line with their own cognitive readiness.

DEVELOPING INDICATORS FOR SCIENCE TEACHER COMPETENCY IN STEM-ESD LEARNING

Science, Technology, Engineering, and Mathematics (STEM) education focused on Education for Sustainability Development (ESD) can help students improve STEM skills and science procedures. STEM-ESD teachers are needed to acquire these competencies. This study aims to develop and determine the validity and reliability of STEM-ESD competency indicators for science teachers with Technological Pedagogical Content Knowledge (TPACK) standards. Descriptive research includes competency indicator development, indicator testing, and validation. This study employed Rasch modelling to assess 51 questionnaire items. This study included 108 science teachers. The results showed that STEM-ESD competencies were developed into 3 domains: planning, implementing, and professional development. The planning domain includes Content Knowledge (CK), Pedagogical Knowledge (PK), Technological Knowledge (TK), Pedagogical Content Knowledge (PCK), Technological Content Knowledge (TCK), Technological Pedagogical Knowledge (TPK), and TPACK. Meanwhile, the implementation and professional development domain includes TPACK indicators. The results of testing with the Rasch model show that the competencies developed can measure what should be measured (with no other dimensions outside the construct) because the raw variance explained by measures is 69.7%, which is classified as a very good criterion. Then, the unexplained variance in the 1st-5th period shows results that are smaller than 15%. A total of 42 indicators were declared valid. Furthermore, the reliability results are shown by the Cronbach alpha result of 0.99 with a very good category. The development and validation of this indicator is expected to be a reference for teachers to know what competencies they must have in teaching STEM-ESD in science learning.

Perceptions of Novice and Experienced Instructors of Translation at Selected Saudi Universities Toward Technological Pedagogical Content Knowledge for Teaching Professional Development

Technological Pedagogical Content Knowledge (TPACK) is considered one of the most significant models for presenting teachers’ capabilities and proficiencies in effectively using technology to teach. This study was conducted to explore the perceptions of both novice and experienced instructors of translation from selected Saudi universities toward the use of technological pedagogical content knowledge in teaching professional development. To achieve the three objectives of the study, the two authors employed the descriptive survey method because of its suitability. For gathering data, a 20-item questionnaire was distributed to a purposive sample containing 100 novice and experienced male and female instructors of translation who were randomly selected from some several universities in Saudi Arabia during the first semester of 2023. The findings of this study revealed very many that of the selected translation instructors had positive attitudes toward the use of technological applications for teaching English as a foreign language (EFL). Moreover, many of the selected translation instructors showed that they had an average level of knowledge regarding TPACK. The findings also revealed that the selected instructors’ perceptions toward TPACK were considerable. Furthermore, the results of the study also proved that educational background in digital technologies plays a significant role in the professional development of novice and experienced translation instructors at Saudi universities. The implications of the study’s results were discussed, and recommendations were suggested for providing all universities in Saudi Arabia with educational software, e-learning platform, teaching software and novice and experienced instructors of translation with new digital skills session, cybersecurity workshop and innovative digital skills training.

Technological pedagogical content knowledge (TPACK) confidence of teachers working in the textbook writing commission

The aim of the study, which is designed based on survey model, is to measure whether the TPACK confidence makes a significant difference in terms of determined variables in the study. The research group consists of 201 teachers working as textbook authors in the textbook writing commissions in the 2022-2023 academic year. Data collected using "Personal Information Form" and "Technological Pedagogical Content Knowledge Confidence Survey" were analyzed by using t-test and one-way ANOVA tests. The results showed that the participants have a mid-level of confidence in TPACK. In addition, the results showed that while The TPACK confidence level didn’t differ significantly by gender, age and experience (both in teaching profession and textbook writing commission); branches and the status of taking a course about using technology caused significant differences in some sub-dimensions of TPACK confidence level.

Developing a TPACK-Based Question Bank For Biology Education Comprehensive Exam

Comprehensive exams are administered to assess the abilities and knowledge of students in their respective scientific disciplines. However, the material's scope is quite extensive, particularly in light of the absence of a question bank or grid-based guide. However, advancements in the twenty-first century necessitate that educators possess not only knowledge of subject matter and the learning process but also proficiency in technology. TPACK (Technological Pedagogical Content Knowledge) refers to the amalgamation of stated components. The objective of this research is to develop a valid and practical question bank for biology education comprehensive exam, utilizing the TPACK framework. Research and development (R&D) was employed in accordance with the ADDIE development model. The instruments were validation sheets to determine the validity of the developed question bank and response questionnaires to assess its practicality. The validation sheet was intended for experts in learning evaluation and TPACK, whereas the response questionnaire was intended for students and examining lecturers who delivered comprehensive exams. The research findings indicated that the TPACK-based comprehensive exam question bank that was created exhibited a very high level of validity, as confirmed by 87.92% of learning evaluation experts and 88.69% of TPACK experts. The practicality test yielded a 91.68% passing rate among the examining lecturers and a 96.04% passing rate among the students. This value falls under the category of being extremely practical. Hence, it can be inferred that the developed question bank possesses validity and utility. This question bank aims to assist in preparing comprehensive exams for both students and lecturers, while also serving as a guide for developing TPACK, specifically designed for graduating students in the biology education program

Designing TPACK-English Textbook for Economic Faculty Students

This study thoroughly investigates the educational needs of Economics students in English for Specific Purposes (ESP) and Technological Pedagogical Content Knowledge (TPACK), based on a survey of 292 students and 12 alumni from the Economics faculty. The study reveals nuanced linguistic preferences across six fundamental components: task, activity, language use, technology, pedagogy, and topic or content relevancy. The findings show that listening skills, particularly for information acquisition, were highly valued (mean score: 3.01), whereas speaking abilities such as explaining and knowledge elicitation were universally deemed critical (mean scores > 3.00), whereas activities such as making suggestions were deemed less important (mean score: 1.99). The study also identified important areas in economics education, highlighting significant topics such as Economics, Microeconomics, and Islamic Economics (mean scores > 3.00) and the impact of English proficiency levels in maximizing learning experiences. The findings demonstrate a variety of activity priorities, with a focus on collaborative instructional tactics and specific linguistic demands in economic communication. Furthermore, this study explored students’ educational needs and the design of English instructional material for economics faculty students. This design integrates technology, language skills, and economic theory to improve student learning and skill acquisition.

Informal digital learning of English and EFL teachers’ job engagement: Exploring the mediating role of technological pedagogical content knowledge and digital competence

The integration of technology in English as a foreign language (EFL) education has catalyzed informal digital learning of English (IDLE). EFL teachers increasingly partake in IDLE for diverse reasons: enhancing language skills, broadening pedagogical methods, accessing professional growth, and pursuing personal interests, potentially boosting job engagement. Yet, scant attention has been paid to IDLE's impact on EFL teacher-related aspects like job engagement, technological pedagogical content knowledge, and digital competence. This research probes the link between IDLE and EFL teacher job engagement, exploring the mediating roles of technological pedagogical content knowledge and digital competence. 375 EFL teachers were selected via convenience sampling and invited to complete scales measuring IDLE, technological pedagogical content knowledge, digital competence, and job engagement. The results of structural equation modeling revealed that technological pedagogical content knowledge and digital competence strongly mediated the relationship between IDLE and job engagement among EFL teachers. Additionally, a significant positive correlation was found between IDLE and the EFL teachers' job engagement. Furthermore, the findings disclosed a substantial positive correlation between IDLE and the EFL teachers' technological pedagogical content knowledge and digital competence. The findings underscore that IDLE can be incorporated in EFL education to improve EFL teachers' efficiency.

Understanding K–12 teachers’ technological pedagogical content knowledge readiness and attitudes toward artificial intelligence education

AbstractArtificial intelligence (AI) education is increasingly being recognized as essential at the K–12 level. For better understanding teachers’ preparedness for AI education and effectively developing relevant teacher training programs, teachers’ technological pedagogical content knowledge (TPACK) readiness and attitudes toward AI teaching must be determined. However, limited research has been conducted on this topic. To address this research gap, we recruited 1,664 K–12 teachers to obtain a comprehensive view of teachers’ readiness for and attitudes toward teaching AI in K–12 classrooms. These teachers differed in terms of their gender, teaching subject, teaching grade, teaching experience, and experience in teaching AI. The findings of this study indicated that a substantial gap exists in the AI-related content and technological knowledge of the recruited teachers. Moreover, intriguing relationships were found between the teachers’ pedagogical knowledge, content knowledge, and attitudes toward teaching AI. The effects of demographic factors on the teachers’ TPACK and attitudes were also examined. On the basis of the findings of this study, recommendations were formulated for developing effective teacher professional development programs in the field of AI education.

The Technological Pedagogical Content Knowledge Dimensions Among Middle School Female Science Teachers According to the “TPACK” Framework

This study aimed at examining the mastery levels of the Technological Pedagogical Content Knowledge dimensions among middle school female science teachers according to the “TPACK” framework. A descriptive survey design based on questionnaire was used. A total number of (97) teachers were selected by convenience sampling. Data was collected by a technological pedagogical content knowledge questionnaire developed by the researcher. The results revealed that the general means of the questionnaire amounted to (3.096), which indicates an average level of mastering the dimensions of technological pedagogical content knowledge among middle school female science teachers in light of the "TPACK" framework. The content knowledge ranked first, as the highest dimension- with a “large” rate and means amounting to (3.868), while the technological pedagogical content knowledge dimension came last with a “weak” rate and means amounting to (1.997). The results also showed that there were significant differences that could be attributed to the variables of academic qualification, and the number of training courses in technology. The study recommended taking advantage of the results reached by this study as a basis for identifying the training needs of middle school female science teachers in light of the “TPACK” framework, thus developing appropriate programs for the professional development of female teachers. The study also suggested conducting a study investigating the teaching performance levels of middle school female science teachers using observation cards.

A multi-centric investigation of technology integration in health professions education: The importance of educators’ Technological Pedagogical and Content Knowledge

The widespread acknowledgment of Information and Communication Technology (ICT) as a fundamental component of educational strategies is a key context for understanding the findings of our study, which focused on the use of technology by educators in higher education, particularly in the health professions domain. This study examines technology usage patterns and factors influencing active implementation of technology among health professions educators. A cross-sectional survey involving 202 educators from six institutions in Morocco reveals their high confidence in their Technological Pedagogical Content Knowledge (TPACK), notably in Pedagogical and Content domains. The study highlights a prevalence of passive digital learning activities over active approaches. Educators actively employing technology display enhanced TPACK, emphasizing the significance of TPACK development for effective technology integration in teaching practices. Among those with a good level of active technology use, a majority (102 out of 119) have a high TPACK level, and 54 out of 83 of those categorised as low-level participants have a low TPACK level. The findings contribute valuable insights with both theoretical and practical implications for educators in the health professions, emphasizing the significance of aligning technology use with effective instructional practices in this specialized field. Further research should be pursued with diverse methodological approaches to gain a deeper comprehension of the technology integration process in the health profession domain.

TPACK expression patterns in preservice teachers' design of innovative physics teaching and learning materials

AbstractBackgroundTPACK is a widely used framework for assessing teachers' competence in integrating technology in education. However, previous studies have shown varying interpretations of the relationship between TPACK elements. Qualitative studies that assess the manifestations of TPACK by examining the practices of pre‐service teachers are rare.ObjectivesThis study investigates technology integration in innovative physics teaching and learning materials designed by pre‐service teachers and the manifestation of technological pedagogical content knowledge (TPACK) in empirical cases.MethodsWe qualitatively extracted the components of PCK, TPK, and TCK from the innovative physics teaching and learning materials developed by 22 pre‐service teachers in their fourth year at a teachers' college in South Korea. We scored them based on the new evaluation criteria established in this study.Results and ConclusionsBased on the materials, we identified three types of technology integration: Learning Materials Providing, Learning Activity Providing, and Virtual Experiments Creating. This study identifies teachers' level of TK and integrates it with TPACK expression. Results confirm the connection between TK and TCK and show that a strong PCK can serve as a basis for TPK. The TPACK expression pattern can help achieve balanced development of TPACK in teacher education.

Cambodian STEM pre-service teachers’ competency in effective information communication technology integration teaching based on technological pedagogical content knowledge framework

This study explores how Cambodian STEM (Science, Technology, Engineering, and Mathematics) pre-service teachers comprehended the Technological Pedagogical Content Knowledge (TPACK) and its components, content knowledge (CK), pedagogical knowledge (PK), technological knowledge (TK), pedagogical content knowledge (PCK), technological pedagogical knowledge (TPK), technological content knowledge (TCK) and their associations with demographic variables. Using a self-report questionnaire, the study surveyed 440 pre-service teachers from three distinct teacher training colleges. Data was analyzed using descriptive statistics, independent t-test, and Pearson's correlation. Results showed that pre-service teachers rated themselves above the mean in all components: TPK and CK were the highest, and TCK and TPACK were the lowest. There was a significant difference in the gender and foreign language variables; males and being able to understand foreign languages were the favor. A negative relationship existed in age variables where younger pre-service teachers demonstrated higher competence in all aspects of TPACK except PCK. It concluded that Cambodian STEM pre-service teachers demonstrate adequate knowledge of content, pedagogy, and technology to integrate information communication and technology (ICT) into their teaching. Possessing a medium to a high level of TPACK, additional professional development programs are needed to assist pre-service teachers in reaching the highest TPACK level.