Technological Pedagogical Knowledge Research Articles

Investigating the Relationship Between Physical Education Teachers' Perceptions, Technological Knowledge and Classroom Management Profiles

Overcoming the technology barrier is critical to integrating technology and education. Emerging and changing technologies are rapidly impacting individuals' daily lives as well as their educational lives. The concept of technostress seems to be associated with technological pedagogical field knowledge and classroom management profiles. This study also aims to determine if there is a relationship between PE and physical education teachers' technostress levels, technological pedagogical knowledge, and classroom management profiles. 275 PE and physical education teachers working in Ankara province participated in the study. Data collection was done using the scale to determine teachers' technostres level, technological-pedagogical knowledge and class management profile. The levels of technostres and technological-pedagogical knowledge did not differ significantly by gender, educational status, sport type, place of graduation, age, professional seniority, and time of technology use of physical education teachers. When examining classroom management profiles, there were differences by gender, educational status, athletic department, and age group, but no significant differences between place of graduation, professional seniority, and time of technology use. When examining the class management profiles by gender variable, it was found that female teachers are on the peripatetic and ignorant profile compared to males, by educational level of graduates and in the scatter profile, those who are in the athletic department in the individual sports do not match those in the team sports department in the profile, and in the age group of 24-34 years old were highly rated by the class management profiles in the 35-44 years old category. As a result, it was found that there is an excellent level of significant relationship between the perception of technostars and class management profiles of physical education teachers, in a negative way, while there is a non-significant relationship between Tpba and technostars, with class management and Tpba being positive.

Exploring the relationship between digital literacy skills and Technological Pedagogical and Content Knowledge (TPACK) among secondary school teachers

There is an increasing demand for teachers to present technological pedagogical and content knowledge (TPACK) in their classrooms with the help of their digital literacy skills (DLS). Though the teachers at the secondary school level are provided with digital gadgets, however, the teachers are still struggling with the use of digital tools during the teaching-learning process. Lack of digital literacy might be the cause of this reluctance, so the current study aims to explore the relationship between the digital literacy skills of teachers with respect to Technological, Pedagogical and Content Knowledge (TPACK).Data was collected from four hundred school teachers through Digital Literacy Scale (DSL) and TPACK inventory. The results indicate a low level of digital literacy and knowledge of TPACK, identified through descriptive statistics.However, a significantly positive relationship was identified through a significant correlation relationship ((r =.587, p equal or less then .001) between both variables.On the basis of results, more trainings are recommended for teachers on both digital literacy and content pedagogy.

Envisioning the Role of Educators' Technological Pedagogical and Content Knowledge and Self-Regulated Learning in an English as a Foreign Language Context.

In recent decades, more and more research has been conducted on the competencies of educators in improving the role of technology in academic activities. These competencies are based on a clear platform of technological knowledge, together with the recognized aspects of vast pedagogical knowledge and rich content knowledge. In such a modern era, the knowledge of technology, pedagogy, and content knowledge (TPACK) is quite vital in getting the educators ready to turn into qualified educators to cope with the difficulties of the 21st-century. Moreover, it is considered that self-regulation is a significant factor in English as a Foreign Language (EFL) educators’ learning and professional development. In line with the literature, nurturing and boosting self-regulated learning (SRL) capabilities assist individuals to gain complicated knowledge and manage challenging problems in the process of teaching. Consequently, this review makes an effort to inspect teachers’ TPACK growth by enhancing their SRL capabilities in the process of technology-based instruction. In a nutshell, the implications of the present review were presented together with suggestions.

Initiation of a professional development program for science instructional leaders within the technological pedagogical content knowledge (TPACK) framework

Knowledge related to the effective use of educational technologies has become widely recognized as an important aspect of an educator’s knowledge-based for the 21st century. The study sought to assess and measure the perception of elementary teachers handling science in Pasay City on their understanding of the Technological Pedagogical Content Knowledge (TPACK) framework and its related constructs. It also aimed to find out how science teachers used technology in general. Surveys, focus group discussions, and strengths, weaknesses, opportunities, and threats (SWOT) analysis methods were used to gather data. Thematic analysis was also used to interpret the responses qualitatively. For triangulation purposes, master teachers and science coordinators were also involved in the data gathering. Among the subscales of TPACK, science teachers’ pedagogical knowledge (PK) garnered the highest mean (3.48), while technological knowledge (TK) obtained the lowest mean (3.17). Technological pedagogical knowledge (TPK) had a very strong positive relationship (r = 0.854), while TK was strongly correlated (r = 0.631) to overall TPACK. The overall TPACK and other TPACK subscales are found to have a significant relationship. As revealed in the FGD, science teachers frequently used ICT tools to explore, elaborate or demonstrate a concept to pupils to further their understanding. However, some of the teachers claimed that their level of confidence in using ICT tools did not meet the required skills. This resulted in a proposed professional development program focusing on the three features of the TPACK framework: pedagogy, technology, and content.

Pre-Service English Teacher’s Perception and Understanding Toward TPACK Framework During Microteaching Course

TPACK become a euphoria in Indonesia. The aim of this study was to investigate the pre-service teachers’ perceptions and understanding of technological pedagogical content and knowledge during their microteaching class in EFL context. This study was framed within the descriptive qualitative design. The study employed a TPACK questionnaire and an interview guide. The study was distributed to 100 pre-service English teachers at English Language Education. The data were collected through online survey and were analyzed using descriptive analysis. The result shows pre-service teachers have very positive perceptions towards TPACK. It was found that the pre-service teachers also already have a good knowledge in implementing TPACK. However, there are some aspects, like class room management that need to be improved.

Technology Preparation for Preservice Physical Education Teachers: A Credit Hour Analysis

Technological knowledge, technological content knowledge), and technological pedagogical knowledge is swiftly becoming a popular topic in the field of physical education teacher education (PETE). The Initial PETE Standards set forth by SHAPE America indicate that preservice physical education teachers (PPETs) should be taught how to use and teach with technology in their K–12 gymnasiums. However, research has indicated that PPETs are not being adequately prepared to teach with technology. This is a major concern seeing as the K–12 student population is becoming more technologically advanced. Additionally, the COVID-19 pandemic has highlighted the need for quality and equitable learning and instruction to occur through online platforms. The purpose of this study was to examine the number of credit hours dedicated to technology across the undergraduate curriculum of PPETs. To help frame the study, we used the 2018 Carnegie Classifications as a guide to see whether there were differences in technology credit hour allocation across varying colleges and universities in the United States. In addition to using the Carnegie Classifications, we broke up technology credit hours into three categories. For example, technology credit hours were offered during either the general education, the professional education, and/or the PETE major phase. Results from a paired-samples t test, an analysis of variance, and a multivariate analysis of variance indicated that PPETs take more technology credit hours during the professional education phase of their undergraduate curriculum than during the PETE major phase. Additionally, PPETs enrolled in doctoral institutions take more technology credit hours in the PETE major phase than PPETs enrolled in baccalaureate institutions. The incorporation of technology into PETE coursework, field experiences, and student teaching practicums will better prepare PPETs to deliver quality physical education through online interfaces.

Attitude and technological pedagogical and content knowledge: The reciprocal predictors?

Attitude toward technology integration and TPACK have been found to influence technology integration. However, little research has been dedicated to examining the relationship between them. This paper reports on a study that investigated the relationship between mathematics teachers’ attitudes and TPACK for 125 participants from Dar es Salaam—Tanzania who filled out the attitude and TPACK questionnaires. The Pearson product-moment correlation and standard multiple regression were used for analysis. Attitude and TPACK were seen to have a strong positive correlation. Models involving attitude dimensions and TPACK dimensions were seen to predict TPACK and attitude respectively. Implications from this relationship are provided.

Differential Analysis of Teachers’ Technological Pedagogical Content Knowledge (TPACK) Abilities According to Teaching Stages and Educational Levels

The development of educational informatization imposes new requirements on the cultivation of teachers’ digital competence, which appeals to teachers who aim to optimize their teaching by integrating appropriate Information and Communication Technology (ICT). The requirement of digital competence corresponds to the meaning of Technological Pedagogical Content Knowledge (TPACK). Therefore, the development of teachers’ TPACK abilities can also positively influence the cultivation of their digital competence. The study was to examine the level of teachers’ TPACK abilities, and whether any difference in such abilities would be found according to the different teaching stages and teachers’ educational levels. An online questionnaire was distributed to the target teachers. Data of 1342 participants were analyzed. SPSS was used to conduct the descriptive statistics, and the non-parametric Kruskal–Wallis test with the post-hoc pairwise comparisons was used to determine teachers’ TPACK ability levels and explore the differences in teachers’ TPACK according to their different teaching stages and educational levels. The results indicated that teachers’ TPACK abilities were at a generally high level. Moreover, significant differences in teachers’ TPACK abilities were found in the teaching stages and educational levels. Teachers with different teaching stages have significant differences in Content Knowledge (CK), Pedagogical Knowledge (PK), Technological Pedagogical Knowledge (TPK), Technological Content Knowledge (TCK), and Technological Pedagogical Content Knowledge (TPACK). However, no difference was found between Technological Knowledge (TK) and Pedagogical Content Knowledge (PCK). In addition, the results suggested that the seven sub-dimensions of TPACK differed significantly according to teachers’ educational levels, where the higher the educational level, the better the teachers’ TPACK abilities. Therefore, teachers should effectively integrate technology and apply appropriate pedagogies according to the teaching content in different teaching stages. A planned and targeted series of ICT application training courses for teachers with lower educational levels would be helpful to improve their self-confidence in using technology to promote their teaching effectiveness.

Profile of Technological Pedagogical And Content Knowledge (TPACK) Middle School Teachers in Sekarbela District, Mataram City

Teachers with TPACK perspectives are teachers who understand the correct pedagogy and conceptual understanding by using technology in teaching subject matter. By having the right TPACK, teachers will be able to engage and motivate students in exploring learning content to a greater extent. This study examines the TPACK profile of junior high school teachers in the Sekarbela sub-district of Mataram city using the TPACK framework. This research is ex-post-facto research and causal associative research with a quantitative approach. The population in this study were junior high school teachers in Sekarbela District, Mataram City, totaling 120 teachers, with a sample of 60 teachers who were taken using a proportional random sampling technique. The data collection technique used questionnaires and documentation, while the data analysis technique used multiple regression using SPSS for windows 21. The results showed that the component of Technological Content Knowledge scored 36.50, which fell into the low category. Pedagogical Knowledge (PK) got a score of 54.80, Technological Knowledge (TK) got a score of 40.83, Content Knowledge (CK) got a score of 47.97, and Technological Pedagogical Knowledge fell into the medium category. Meanwhile, Pedagogical Content Knowledge (PCK) scored 60.93, and Technological, Pedagogical, and Content Knowledge (TPACK) scored 63.53, which fell into the high category. Hence, it can be concluded that the research results show the average overall ability of teachers in the seven TPACK frameworks has a score of 50.07 within high criteria.

Modeling Chinese Teachers' Efficacies for the Teaching of Integrated STEM With Interdisciplinary Communication and Epistemic Fluency.

Engineering design is a core activity in integrated science, technology, engineering, and mathematics (STEM) education. During the design process, teachers should possess interdisciplinary communication capacities to collaborate with their peers who are teaching different subjects and have epistemic fluency to comprehend multiple ways of subject matter knowing for the collective design of high-quality integrated STEM (iSTEM) lessons. This is especially so for the online mode of instruction during and after the pandemic. Teachers’ efficacies for interdisciplinary communication and epistemic fluency have rarely been explored. In this study, we aimed to examine primary school, junior high school, and high school STEM teachers’ (N = 483) efficacies for daily instruction, student engagement, interdisciplinary communication, epistemic fluency, and technological pedagogical engineering knowledge (TPEK) and designing integrated STEM instruction. An exploratory factor analysis (EFA) (n = 155) and a subsequent confirmatory factor analysis (CFA) (n = 328) were used to validate the measurement and structural model. Next, a structural equation model (SEM) was employed to examine whether these variables were reliable predictors of teachers’ integrated STEM instruction. The survey was validated with good reliabilities and the structural equation modeling supported most of the hypotheses. Statistically, the results also showed that teachers’ general efficacies for daily teaching and students’ engagement predicted their interdisciplinary communication, epistemic fluency, and TPEK. Teachers’ interdisciplinary communication predicted their epistemic fluency, TPEK, and iSTEM. Teachers’ epistemic fluency also predicted their TPEK and iSTEM. In addition, multi-group analyses were used to test the measurement invariance of the scale and to compare the latent means between the genders and subject matters. The results of the various analyses confirmed that the measurement model appeared to be equivalent across the genders and subject matters examined. Genders and subject matters did not significantly differ in any of the measured variables. The results from this study indicate that teachers’ epistemic fluency and interdisciplinary communication play essential roles in advancing their TPEK and iSTEM. Hence, this study suggests that teacher professional development should focus on enhancing teacher epistemic fluency through interdisciplinary collaboration to support the development of TPEK and iSTEM instruction.

Developing EFL Teachers' Technological Pedagogical Knowledge Through Practices in Virtual Platform.

Currently, advancements in information and communication technology (ICT) and an increased interest in using the Internet for educational purposes have led educators to work in new virtual settings. However, using technology in teaching requires the understanding and information of English educators. Technological Pedagogical Content Knowledge (TPACK) is an educator's knowledge concept regarding integrating technology into education. Also, how educators integrate technology effectively into their classes is a significant issue, as learning environments are influenced by rapid advances in instructional technology. Consistent with this issue, it is critical for teacher development to integrate ICT into educational tasks in the design, application, and assessment of practices in a virtual setting. To this end, the objective of the present review is to consider the role of practice in the virtual platform in developing EFL teachers' TPACK. Ultimately, some implications are presented for the EFL educational stakeholders.

An Exploration of Early Childhood Teachers’ Technology, Pedagogy, and Content Knowledge (TPACK) in Mainland China

ABSTRACT Research Findings: This study aims to validate a scale highlighting the applicability of selected TPACK (Technological Pedagogical Content Knowledge) domains of knowledge to early childhood education and to explore the internal relationships between TPACK’s components in the Chinese context. A survey instrument was designed and administered to 1,192 early childhood (EC) in-service teachers enrolled in their national training programs. The instrument consisted of 29 items classified into four categories that align with the conceptual TPACK framework and are applicable to the EC context, including Technology Knowledge (TK), Technological Pedagogical Knowledge (TPK), Pedagogical Knowledge (PK), and TPACK. CFA and path analysis generated a model with good fit. The confirmed model indicated that (1) TK, TPK, and PK were significantly correlated; (2) TK, TPK, and PK all had direct positive effects on TPACK; however, (3) PK had a smaller influence on TPACK. Practice or Policy: The instrument was a reliable and valid assessment for measuring the TPACK of Chinese EC teachers and may be used to inform future research. The findings suggest that ECE training should shift away from focusing on discrete technological skills (i.e., TK) and instead emphasize preparing teachers with mastery in pedagogic approaches for integrating digital technology into instruction.

Melting the Content, Pedagogy and Technology in the Same Pot: Insights into EFL Instructors’ TPACK Perceptions in Digital Era

Digital era necessitates not only knowledge of content and teaching methods but also integration of technology in language instruction. Covid-19 pandemic has constituted one of the critical reasons that accelerated the inclusion of digital tools into the teaching practice. Using the technological pedagogical and content knowledge framework, the present study dwelled upon the EFL instructors’ perceived TPACK levels and the probable changes that they experienced in their technological skills and knowledge after pandemic. The EFL instructors working at both state and private universities formed the participants of the study. Based on the mixed research method, the study gathered the data were both quantitatively and qualitatively. The quantitative data were collected through TPACK-Deep Scale and, open-ended question form was administrated for the qualitative data. The results indicated that EFL instructors had higher perceptions of TPACK, and they had differing levels for each factor level depending on gender, workplace, years of experience and educational status. They also mainly experienced positive changes after pandemic and had favorable attitudes towards technology use in language teaching. Finally, the study suggested pedagogical implications to benefit from technology for instructional purposes.

Integrating augmented reality in language learning: pre-service teachers’ digital competence and attitudes through the TPACK framework

Although the use of Augmented Reality (AR) in language learning has increased over the last two decades, there is still little research on the preparation of pre-service teachers as AR content creators. This paper focuses on analyzing the digital competence and attitudes of teacher candidates to integrate AR in the foreign language classroom. For this purpose, eighty-five college students were assigned into different teams to create their own AR-based projects which aimed at teaching English and content to young learners. The teacher candidates employed several software development kits (SDKs) to construct collaborative AR projects in a five-week period, including discursive and illustrative representations of the learning content. In this research based on a mixed method, quantitative and qualitative data were gathered trough AR project presentations and surveys encompassing two validated scales, the Technological Pedagogical Content Knowledge (TPACK) framework and the Augmented Reality Applications Attitudes Scale (ARAAS). The statistical data and qualitative findings revealed that the participants lacked practical knowledge on AR content creation and implementation in Education. The major problems were related to the TPK (Technological Pedagogical Knowledge) intersection since participants had been previously trained in AR technology just as recipients and not as content creators and educators.

A Phenomenological Study of Educators' Experience After a Year of the COVID-19 Pandemic.

This phenomenological study investigated educators’ lived experiences of teaching online in higher institutions in Malaysia. Data, which was generated through semi-structured interviews with 20 lecturers from three universities in the country, was analysed based on the thematic analysis approach guided by the Technological, Pedagogical, and Content Knowledge (TPACK)-self-efficacy framework. The findings revealed that after a year of teaching online, the potential of technology has been acknowledged by the educators after some trials and constraints were addressed. The domains related to Technology Content Knowledge (TCK), Technology Pedagogical Knowledge (TPK), and TPACK were evident in the findings. However, Pedagogical Content Knowledge (PCK) was not given emphasis, hence this manuscript argues that educators need to be constantly reminded of the significance of PCK. The findings discussed in this manuscript can be a helpful guide for educators when there is a need for them to teach online.

Framework of Technological Pedagogical (TPACK) On Teacher’s Backgrounds in Geography Learning In Muna Distric

Educationhave a big influence in the world of education, one of which is the role of the teacher who is no longer a source of learning, but the teacher is only a facilitator. Advances in Information, Knowledge and Technology pose challenges to teachers in finding relevant roles in order to measure student learning progress in order to face challenges in the 21st century. This study aims to determine the Technological Pedagogical Content Knowledge (TPACK) Competencies of Geography teachers in Muna Regency, (Research This study uses a survey method with quantitative descriptive analysis. With the results of the study showing that: The quality of the TPACK framework for geography teachers in Muna Regency is in the very good category (1) In the Technological Knowledge (TK) subdomain, geography teachers in Muna Regency are in Good criteria, (2) Pedagogical Knowledge (PK) of geography teachers in Muna Regency is in very good criteria and masters pedagogy very well, (3) Content Knowledge (CK) of geography teachers in Muna Regency is also in very good criteria which includes mastery of good content. very good, (4) Technological Content Knowledge ( TCK) geography teachers in Muna Regency are in good criteria, (5) Pedagogical Content Knowledge (PCK) for geography teachers are in very good criteria, (6) Technological Pedagogical Knowledge (TPK) is in good category, and (7) Technological Pedagogical Content Knowledge (TPACK) of geography teachers in Muna Regency is in the very good category.

TPACK Instrument For English Language Teachers in A Malaysian Secondary School Context

Technology integration into education has seen initiatives carried out by the Malaysian government involving resource enrichment, professional development and training, and the expansion of tools and content available on multiple platforms. The teachers are at the core of realising and executing the integration of technology into classroom instruction. As such, teacher knowledge required for technology integration is of utmost importance. The Technological Pedagogical Content Knowledge (TPACK) framework proposes that a teacher needs to be equipped and competent in all the seven components: Technological Knowledge (TK), Pedagogical Knowledge (PK), Content Knowledge (CK), Pedagogical Content Knowledge (PCK), Technological Content Knowledge (TCK), Technological Pedagogical Knowledge (TPK), and Technological Pedagogical Content Knowledge (TPCK) to integrate technology effectively into their instructions. This study aims to adapt the survey of English as Foreign Language - Technological Pedagogical Content Knowledge (EFL-TPACK) by Baser et al (2015) and investigate the reliability and validity of the instrument when used in the context of Malaysian secondary school English language teachers. Twenty secondary school English language teachers in Sarawak participated in this study, and the IBM SPSS 21 was used for statistical analyses. The reliability of the instrument is at a Cronbach Alpha of 0.95 overall. The final TPACK survey included 38 items: 9 TK, 6 PK, 4 CK, 5 PCK, 3 TCK, 7 TPK, and 4 TPCK items. The survey also showed all positive inter-item correlations suggesting convergent validity. The adapted TPACK survey is found to be reliable and valid to be administered to measure the TPACK level of English language teachers in the Malaysian secondary school context.

TPACK leveraged: A redesigned online educational technology course for STEM preservice teachers

Integration of computational thinking and programming into science, technology, engineering, and math (STEM) classes is needed to promote students’ learning of twenty-first century skills. Yet, teachers are not equipped to achieve this integration successfully as teacher education curricula do not generally align with this need. With the Covid-19 outbreak, curricula also need to be adapted for online environments. This qualitative study presents the redesign of an educational technology course that introduces programming and computational thinking to STEM preservice teachers for online settings, and explores learning experiences of preservice teachers, in terms of how they combine technological knowledge with pedagogy and content. Data were collected from course artifacts, such as reading responses, coding challenges, and lesson designs and implementations. The findings showed the online course design was helpful in enhancing preservice STEM teachers’ pedagogical approaches of how to teach computational thinking and programming. Offering hands-on coding practices in the course allowed preservice teachers to improve their technological knowledge (programming), and they were able to integrate their technological pedagogical knowledge into their content area and design meaningful lessons. The study offers implications for design of online teacher education courses that promote preservice teachers’ technological pedagogical content knowledge for computational thinking and programming. Implications for practice or policy: The online course design implemented in this study can be adjusted into different contexts, considering that fully-online or blended teacher education courses will still be needed in the future. The design guidelines used in this study can be utilised to develop online teacher education modules for educational technology topics other than programming. The question prompts given to preservice teachers in the study can be refined to trigger deeper reflection on pedagogy of computing education.

The Readiness on the Implementation of the Special Program for Information and Communication Technology

The study evaluated the implementation of the Special Program for Information and Communication Technology (SP-ICT). Two hundred seventy teachers and forty-six school heads involve in the implementation of the program for the last three years served as respondents. Data were gathered by using a questionnaire. Data were statistically analyzed to determine what variables predict the extent on the implementation of the special program for ICT. Results revealed that the older the teacher, the more they are likely to be ready in the implementation of the SP-ICT as far as instructional supervision, manpower and learning resources are concerned. Young school heads with low educational backgrounds were found to have equipped with modern day technological knowledge and application. School and teachers’ readiness in the implementation of SP-ICT were significantly correlated. Their readiness was significantly correlated to the extent of implementation of SP-ICT in terms of planning and implementation. Furthermore, research found out that technological knowledge and technological pedagogical knowledge were statistically significant predictors of planning the implementation of SP-ICT.

English as a foreign language teachers’ perceptions regarding their pedagogical-technological knowledge and its implementation in distance learning during COVID-19

With the educational revolution driven by COVID-19, traditional face-to-face teaching methods have rapidly been transformed into accessible, reliable online distance education. This has meant revisiting and reinventing existing technology-based educational processes and models. This study investigates whether teachers of English as a Foreign Language (EFL) are confident that they have the requisite knowledge of how particular technologies are used for remote teaching, both during COVID-19 and as they look to the future. By adopting a mixed-method approach, this paper investigates teacher practices and perceptions regarding teaching online during Covid-19's emergency remote teaching. One hundred and twenty-nine participants were recruited through an online survey. All analyses were carried out using SPSS version 25. Data was based on ranking and non-parametric tests were used. Qualitative data from the open-ended question were analyzed using data-driven thematic analysis. Teachers reported significantly increased reliance on self-teaching, colleagues' knowledge, staff tutorials, and online school support. The gap between knowledge and usage of digital tools was found to be associated with the challenges facing EFL teachers with distance learning. Teachers who reported knowing more or roughly the same about the tools compared to their usage of them knew how to incorporate their knowledge into their practical teaching, took control over the management of their instruction, and had higher pupil engagement and motivation. However, teachers whose knowledge of digital tools was lower than their usage encountered technological difficulties that impaired their teaching. Some implications can be drawn from the study, such as the need for teacher education programs to improve teacher awareness of new pedagogical-technological learning methods, and the importance of providing opportunities to acquire digital competence and encourage teachers to adapt personally to new digital technologies within specific disciplinary contexts. Our findings have both theoretical and practical implications for pre- and in-service teacher training.