Technological Pedagogical Knowledge Research Articles

MEASURING INDONESIAN EFL TEACHERS’ TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE IN THE POST-PANDEMIC ERA: DO DEMOGRAPHICAL ISSUES MATTER?

This research aimed to measure Indonesian EFL teachers' Technological Pedagogical Content Knowledge (TPACK) in the post-pandemic era. EFL teachers must have balanced technological knowledge, pedagogical knowledge, content knowledge, technological pedagogical knowledge, pedagogical content knowledge, technological pedagogical content knowledge, and web content knowledge since the Covid-19 pandemic has altered mainstream educational practices. Face-to-face instruction has shifted to online instruction, affecting EFL teachers' TPACK. The researcher hypothesized a significant difference in gender, age, and length of teaching experience in Indonesian EFL teachers' TPACK, particularly during online learning. The participants of this study were 24 Indonesian EFL teachers from 22 different schools and affiliations. An adopted TPACK questionnaire was administered to measure the Indonesian EFL teachers' TPACK during online learning. It consists of 25 total items. The data were calculated using SPSS version 26 software to determine each datum's U-value, mean, and standard deviation. This research revealed no significant difference in all aspects of TPACK based on the EFL teachers' gender. Moreover, there was no significant difference in the five aspects of TPACK based on the five age categories, except in Content Knowledge (CK). Furthermore, there was also no statistical difference in all aspects of TPACK based on the EFL teachers' length of teaching experience. However, age and teaching experience, particularly, contribute to shaping the Indonesian EFL teachers' level of TPACK.

An Investigation into EFL Teachers’ Application of TPACK: Insights within a High School Context of a City in Vietnam

Researches on examining teachers’ perception on TPACK (technology, pedagogy and content knowledge) have attracted scholars’ attention for the past few decades. This model has the function of investigating teachers’ knowledge of technology and its integration to pedagogy skill or teaching approach and teaching content in instructional environment. However, most of the research put an emphasis on pre-service teachers. Not many studies have been conducted to investigate the perceptions of in-service teachers’ TPACK. Besides, the results in these studies are mainly based on the self-reported data and the interview data, whereas very few studies use observation to qualify the data. The study, therefore, was conducted with aims to explore high school EFL teacher’s level of TPACK and how they experience it in the real teaching context. The study was designed as a mixed-method study. Accordingly, questionnaire and observation were used as collecting data instruments. Quantitative data were obtained from a questionnaire survey with the participation of seventy EFL teachers working at various high schools in a city, Vietnam. Eight participants were then selected for class observation. The study found the following main results. Firstly, teachers’ TPACK were highly perceived. In particular, all six TPACK clusters, namely TK (technology knowledge), TCK (technology content knowledge), CK (content knowledge), PCK (pedagogy content knowledge), TPK (technology pedagogy knowledge) and TPCK (technology pedagogy content knowledge) were rated at above average level. TK and PCK were the most positively perceived while TPCK was the least perceived. Next, qualitative data revealed that most participants had sound knowledge of TPACK integrated various technology tools in their teaching practices. The findings provided useful information as the basis for recommendations for the process of teaching and learning English at high schools despite unavoidable shortcomings due to time limitation and research scope.

DEVELOPING LOCAL CONTENT READING MATERIAL BASED ON TPACK FRAMEWORK FOR SEVENTH GRADE STUDENTS

This research aims to develop a material for seventh graders, with the topics of Local Content based on TPACK framework. The local content specifically used to fulfil the requirement of mover school curriculum to accommodate the students’ background in the learning process. This research uses the model of ADDIE in R&D manner. From the first step of analysis, the data gathered from observation, document analysis and initial interview with the teacher as the need analysis. Design as the second process, is a phase where the data interpretation from the gathered data met the TPACK framework, to combine the Technological knowledge, Content knowledge, and Pedagogical knowledge. A qualitative analysis of data triangulation later be showcased to see the relations of TPACK and local content. After finishing the design, a development of suitable material based on the data triangulation will turned into instruction, procedure, and material by the researcher. Prior to the deployment of the end product of the material, there is a process of validation to meet the feasibility and ability of both students and teacher to use the new material. To conclude the process, both implementation and evaluation consecutively done by the researcher to answer the need analysis as the findings of the end product. So, the new material can be accepted by the teacher and students of seventh grade at SMP to improve their learning process.

Modeling English teachers’ behavioral intention to use artificial intelligence in middle schools

Artificial intelligence (AI) provides new opportunities for K-12 English as foreign language (EFL) teachers to improve their teaching. To address the emerging trend of integrating AI into teaching, this study investigated EFL teachers’ perceptions, knowledge, and behavioral intention to use AI to support teaching and learning of English in middle schools. This study combined relevant aspects of the Unified Theory of Acceptance and Use of Technology (UTAUT) and Technological Pedagogical and Content Knowledge (TPACK) as the theoretical basis. A survey was conducted in an AI education demonstration district in China. This survey adopted a 5-point Likert scale which was developed from previous research and the interview records of EFL teachers. A total of 470 valid responses were collected. The reliability and validity of the scale were satisfied with eight constructs: Performance Expectancy (PE), Effort Expectancy (EE), Social Influence (SI), Facilitating Conditions (FC), AI language technological knowledge (AIL-TK), AI technological pedagogical knowledge (AI-TPK), AI-TPACK, and Behavioral Intention (BI). The results showed that the EFL teachers were positive with regard to the measured factors. PE, SI, AIL-TK, and AI-TPACK had significant positive predictive power on BI; and EE, FC, AI-TPK had indirect effects on BI. The complex interrelations were mapped out to provide educators and policymakers with a theoretically grounded scheme to foster teachers’ BI to use AI in teaching.

Iraqi Kurdish EFL teachers' beliefs about technological pedagogical and content knowledge: The role of teacher experience and education.

Exploring technological pedagogical and content knowledge (TPACK) has obtained considerable importance over the past 2 years when education needs to rely on using online learning platforms due to the COVID pandemic. Teachers' beliefs could play a determining role in their decisions and the ways they implement their knowledge. It has, however, been indicated that teachers' beliefs about TPACK in language pedagogy merits additional empirical evidence, especially through a mixed-methods design. To this aim, this study probed teachers' beliefs towards TPACK in general and its components in particular in Iraqi Kurdistan. Additionally, the role of teaching experience and education degree in affecting the teachers' beliefs was explored. The data was collected through a questionnaire responded by 105 EFL (English a Foreign Language) teachers and enriched by qualitative data gathered through a structured interview. Overall, it was found that teachers generally had a higher level of pedagogy and subject matter knowledge than technological knowledge. Although the quantitative data indicated that the experienced teachers had significantly higher pedagogical, content, technological, and pedagogical content knowledge than the novice teachers, the qualitative analysis revealed that novice teachers were more skilled in the utilization of technology-related knowledge domains. Furthermore, Ph.D. participants demonstrated higher level of TPACK confidence than the BA ones. The findings are discussed in the light of theories on teachers' beliefs, and implications for teachers and teacher educators are presented.

Assessment of Technological Pedagogical Content Knowledge of Senior High School Business Teachers in the Central Region, Ghana

The study explored business teachers’ level of Technological, Pedagogical and Content Knowledge (TPACK) in Senior High Schools in the Central Region of Ghana and examined the differences in teachers’ level of TPACK on the basis of some demographic variables using the mixed methods approach. The study used descriptive survey design. Simple random sampling technique was used to select 248 business teachers. Questionnaire was used to gather quantitative data. Mean and standard deviation were used to examine business teachers’ level of TPACK. Moreover, Independent samples t-test was used to examine whether differences exist in teachers’ TPACK and gender. One-way (ANOVA) was also used to examine whether differences exist in teachers’ TPACK based on age. The finding showed that teachers possessed higher Content, Pedagogical and Pedagogical Content Knowledge and moderate Technological Knowledge, Technological Content Knowledge, Technological Pedagogical Knowledge and TPACK. The study found that there was statistically significant difference in teachers’ TK, TCK and gender in favour of the male teachers. The study concluded that teachers’ high content knowledge, pedagogical knowledge, pedagogical knowledge suggests that teachers seem to focus much on developing these knowledge to the neglect of other vital contemporary skills such the use of technology. This was evident in their moderate level of technological knowledge, technological pedagogical knowledge, technological content knowledge and technological pedagogical content knowledge. The study recommended that the Ministry of Education through Ghana Education Service and Government should organise refresher courses for in-service teachers to learning the use of technology in teaching.

Relevance of pre-service teacher training to use ICT for the actual use in classrooms – focus on German secondary schools

ABSTRACT Integrating digital media into education and fostering school students’ competencies in computational thinking and media literacy requires comprehensive information and communication technology (ICT)-related pre-service teacher training. However, it remains unclear whether such training is associated with a more frequent use of ICT in classrooms and the fostering of students’ competencies. Furthermore, it is uncertain if the frequency of ICT use is related to pre-service teachers’ practical experience. These questions are examined based on a representative German secondary school teacher survey (N = 1218) using logistic regression analyses. Taking further variables on school level and teacher level into account, it could be shown that teachers’ self-assessed technological pedagogical and content knowledge to use ICT in instruction is the most relevant predictor of the frequency of use and the fostering of students’ computational thinking. Overall, there were hardly any differences between the more theoretical and the more practical phases of teacher education.

Improving the skills of prospective elementary teachers in designing earth and space science digital teaching materials: TPACK framework

This study aims to implement an Earth and Space Science lecture program based on the TPACK framework to improve the skills in designing earth and space learning materials prepared for teaching at the elementary school level by integrating pedagogy and technology. The lecture program is structured based on 3 levels of the TPACK framework where at the first level 3 basic competencies are introduced, namely pedagogical knowledge (PK), content knowledge (CK), and technological knowledge (TK). At the next stage, lecture activities are designed by integrating two of the three basic knowledge, namely pedagogical content knowledge (PCK), technology pedagogical knowledge (TPK), and technology content knowledge (TCK). In the last stage, lecture activities were designed to combine the three basic knowledge aspects, namely technology pedagogical content knowledge (TPCK) into a learning video product. The results show an increase in the TPACK competence of prospective teachers in the medium category. In addition, based on an assessment of the resulting digital teaching products, the TPACK framework-based lecture program is able to facilitate the formation of the skills of prospective teachers in making teaching materials in terms of the appearance of the presentation of teaching materials, content management, and the integration of pedagogical strategies and technology in a good category.

In-Service Mathematics Teachers’ Pedagogical Technology Knowledge Development in a Community of Inquiry Context

The research community still faces challenges with respect to understanding and promoting mathematics teachers’ knowledge related to integrating technology into their instruction. This study’s goals are: (1) to examine the relations between the various components of pedagogical technology knowledge (PTK), (2) to examine whether teachers’ PTK differed significantly after their participation in a professional development (PD) program designed to enhance Community of Inquiry (CoI) practices, and (3) to examine the effect of teachers’ personal characteristics on PTK components and on their development. This study involved 42 middle school mathematics teachers. The data, collected using Thomas and Palmer’s PTK questionnaire, underwent a statistical analysis. Through the quantitative analysis, scores for each PTK component were computed and appropriate statistical tests were run. The results indicate that, aside from knowledge of mathematical content, all the components of PTK and PTK itself demonstrate strong correlations. In addition, the results showed that teachers’ PTK components differed significantly after they participated in a CoI PD program, except for the knowledge of mathematical content component. The background variables had significant effects on some PTK components’ scores and on their development among the participants.

Adapting the Survey of Technological Pedagogical STEM Knowledge to the Turkish Language and Determining the Knowledge of Pre-service and In-service Teachers

The purpose of this study was to adapt a survey developed by Chai et al. (2019) on technological pedagogical STEM (TP-STEM) knowledge into Turkish and to determine the knowledge of pre-service and in-service teachers about TP-STEM. The original survey consisted of four factors and a total of 17 items. These factors included Technological Pedagogical Knowledge in Science (TPSK), Technological Pedagogical Knowledge in Mathematics (TPMK), Technological Pedagogical Knowledge in Engineering (TPEK), and Integrative STEM (iSTEM) knowledge. The participants of the study were 520 pre-service and in-service teachers. The analysis showed that the model fit indices for the validity of the factor structures were acceptable with a value of RMSEA=0.0621 and showed excellent agreement with the values SRMR=0.0346, CFI =0.961, TLI=0.953. The Cronbach's alpha values for the factors ranged from 0.80 to 0.84 (α-value .70). These results mean that the survey adapted to Turkish language was reliable and valid for further research. The results showed that pre-service and in-service mathematics teachers had lower self-efficacy on the subfactors (TPSK, TPMK, TPEK, and iSTEM) than pre-service and in-service science and computer teachers.

Why and How Colleges and Universities Should Leverage Technology Mentoring to Maximize Faculty's Technology Integration Efforts.

The demand for postsecondary and online courses is rising, requiring colleges and universities to turn to technology to keep up with the trend. In 2020, the COVID-19 pandemic accelerated the higher education transition to online teaching, forcing faculty to use technology to teach. Although technology is ubiquitous in higher education and indispensable for meeting students’ needs, many institutions struggle to train faculty to teach with technology. Simply put, traditional technology training and workshops fail to prepare faculty for success in technology-driven teaching environments. Conversely, research indicates that technology mentoring seems promising in enabling faculty to learn and use technology. Consequently, this paper, informed by three components of the Technological Pedagogical Content Knowledge (TPACK) Framework, draws on the literature on technology mentoring to discuss why and how more colleges and universities should leverage technology mentoring to develop their faculty members’ technological, pedagogical, and technological pedagogical knowledge. Suggestions for future research are provided.

Beliefs and Knowledge for Pre-Service Teachers’ Technology Integration during Teaching Practice: An Extended Theory of Planned Behavior

The main purpose of the current research was to explore the relationships between beliefs/knowledge and technology integration (TI) during teaching practice (i.e., placement or practicum) among Indonesian pre-service teachers. Five core variables of the theory of planned behavior or TPB (subjective norms, attitudes, perceived behavioral control, behavioral intention, and behavior) and one extended variable, technological pedagogical and content knowledge or TPACK, were included in the proposed model. Data from 1,181 respondents were analyzed through the systematic steps of partial least square structural equation modeling (PLS-SEM) and importance-performance analysis (IPMA). The main findings support all hypotheses; the strongest relationship emerges between behavioral intention and behavior, while the weakest correlation was between TPACK and behavioral intention. All variable performances were satisfactory. The highest performance was attitudes (71.734); the lowest was TPACK (65.027). Broadly, the results indicate the greater importance of beliefs as opposed to knowledge in influencing behavior in relation to TI.

Integration of Technological Pedagogical Content Knowledge Components and Inventive Skills among Malay Language Teachers

This study focuses on the components of Technological Pedagogical Content Knowledge (TPACK) and Inventive Skills (IS) among secondary school Malay language teachers in Malaysia. TPACK is eight elements related to teacher knowledge to integrate technology, pedagogy and content components in a subject. Meanwhile, IS is a skill dimension that needs to be mastered by Malay language teachers in Malaysia. IS marks one of the most important parts of 21st century skills. Malay language teachers need to be sensitive to every transformation in the national education system in order to be in line with current needs. Therefore, this study tries to analyze the influence of TPACK components on IS among Malay language teachers. This study uses a survey research design and the study sample consists of 400 Malay language teachers of national secondary schools in Malaysia who were selected using a stratified random sampling technique. This study conducted Partial Least Squares-Structural Equation Modeling (PLS-SEM) analysis through SmartPLS 3.0 software. Overall, these eight components of TPACK can be important predictors of IS among Malay language teachers. In addition, this study also provides a clear picture to all Malay language teachers in Malaysia regarding proactive measures to master TPACK and IS components comprehensively. The knowledge and teaching skills possessed by teachers will develop in line with their experience in the national education system. Therefore, TPACK components, namely technological knowledge, pedagogical knowledge, content knowledge, technological pedagogical knowledge, technological content knowledge, pedagogical content knowledge, technological pedagogical content knowledge and contextual knowledge will be able to further highlight the teacher's IS during the teaching and facilitation process in the classroom especially among Malay language teachers in Malaysia.

Towards Intelligent-TPACK: An empirical study on teachers’ professional knowledge to ethically integrate artificial intelligence (AI)-based tools into education

The affordances of artificial intelligence (AI) have not been totally utilized in education. To effectively integrate AI into education, teachers’ AI-specific technological and pedagogical knowledge is important. Furthermore, due to novel ethical issues caused by Al, teachers also must have the knowledge to assess AI-based decisions. None of the previous studies so far explored teacher knowledge to pedagogically and ethically use AI-based tools. Considering this gap, we first developed a scale to measure the knowledge for instructional AI use based on the technological, pedagogical, and content knowledge (TPACK) framework. We extended TPACK with ethical aspects. Secondly, we built a model to investigate the interplay of TPACK components and ethics. The results indicated that as long as teachers have more knowledge to interact with AI-based tools, they will have a better understanding of the pedagogical contributions of AI. Further, technological knowledge (TK) allows teachers to better assess decisions of AI. However, only TK is not sufficient educational integration of AI-based tools. For teachers to deploy AI in education efficiently, TK is meaningful when it is combined with pedagogical knowledge (PK), reflected in technological pedagogical knowledge (TPK). Given pedagogical and technological affordances of AI-based tools, the current study suggests the Intelligent-TPACK framework.

Pre-service teachers’ self-concept and views toward using ICT for teaching science

There is an increased demand to empower pre-service teachers (PSTs) with knowledge and skills regarding the use of information and communication technologies (ICTs) for teaching science. Using the technology acceptance model as theoretical lens, this paper explores the self-concept and views of PSTs in their final year of study regarding their competences to teach science with ICTs. A mixed methods design was used to collect data from 506 PSTs in two phases. In the first phase, all participants responded to a technological pedagogical and content knowledge questionnaire. In the second phase, semi-structured interviews were used to collect data from a subsample of 28 participants. Results showed that PSTs still underestimate their competences to teach science with ICTs and the majority believe that different school situations and lack of use of ICTs by mentor teachers contribute to failure to build on their competences. Findings also revealed that PSTs have the highest perceived knowledge in technological pedagogical knowledge (TPK) and lowest in technological knowledge. We suggest that PSTs have opportunities to develop their technological content knowledge (TCK) through self-directed learning for it to be on par with their TPK. A linear relationship in the development of PSTs’ TCK and TPK would ensure improved instructional quality in science classrooms. This paper suggests different strategies to build PSTs’ independency in the use of ICTs to teach sciences.

Teacher Professional Development in Developing English Assessments Through TPACK

Exploring teacher professional development requires two main teaching factors in the digital era. They are internal factors and external. In internal, the teacher plays an essential role in developing professionalism in teaching. In shallow, it is teaching instruments – lesson plans. The appropriate English teacher and lesson plan development contribute significantly to teaching achievement. Therefore, this study explores how English teachers implement technological pedagogical and content knowledge to improve their English instructional assessments in teacher professional development. Implementing technical pedagogical and content knowledge in teacher professional development can gradually enhance their English instructional evaluations. They have different language competencies backgrounds by progressively implementing technological pedagogical and content knowledge in teacher professional development. Still, they can improve their English instructional assessments. The study uses a survey: a questionnaire, interviews, and observation are applied to find the data. The subjects are English teachers who joined teacher professional development in Surabaya 2020. The research results showed that implementing technological pedagogical and content knowledge can improve English instructional assessments in teacher professional development. Three factors contribute to integrating English instructional assessment with technical pedagogical and content knowledge. English teachers are more comfortable making English instructional assessments, alternative instructional English evaluations are available, and improved English instructional reviews. Therefore, English instructional evaluations are more exciting and challenging. Thus, integrating English instructional assessments with technological pedagogical and content knowledge in teacher professional development is crucial in improving teaching English in Indonesia.

Efek Mediasi Efikasi Diri Komputer pada Pengaruh Daya Dukung Sekolah terhadap Kompetensi Teknologi, Pedagogi, dan Konten Guru Ekonomi

The purpose of this study is to determine and to analyze the effect of school support on computer selfefficacy, the effect of computer self-efficacy on technological pedagogical and content knowledge and the effect of school support on technological pedagogical and content knowledge mediated by computer self-efficacy. The research method used was an explanatory survey and the data was collected through a questionnaire. Economics teachers at the Karawang Regency Senior High School in 2021 totaling 68 teachers were determined as the population and the saturated sample was used as \a sampling technique by taking the entire population. Data were analyzed using descriptive statistics and mediation regression analysis. The results showed that the school support had an effect on computer self-efficacy with low contributions, computer self-efficacy had an effect on technological pedagogical and content knowledge of teachers with low contributions and school support had an effect on technological pedagogical and content knowledge of teachers with low contributions through computer self-efficacy. The results of the study have implications that in the future research on technological pedagogical and content knowledge will focus on the study of developing learning systems based on the use of ICT.

Group psychological and pedagogical technologies for developing the narrative ability in future specialists

The purpose of this research is to get the opinions of future experts and primary schoolteacher candidates on the use of group psychological and pedagogical technologies for the development of narrative skills. This research was created by using the qualitative research method. The participant group of the research consisted of 80 teacher candidates studying at the primary school teaching department in various universities in Kazakhstan in the 2021–2022 academic year. Research data were collected with a semi-structured interview form developed by the researchers. As a result of the research, majority of the primary schoolteacher candidates participating in the research stated that their narrative skills are at a medium level and their technological pedagogical content knowledge is partially sufficient. In addition, the majority of primary schoolteacher candidates participating in the research; stated that they support the use of group psychological and pedagogical technologies for the development of narrative skills. It has become necessary to create an effective training programme for primary schoolteacher candidates by using group psychological and pedagogical technologies in order to develop narrative skills in future experts.
 
 Keywords: Future experts, primary schoolteacher candidates, narrative ability, technological pedagogical knowledge;

Challenges with Complex Situations in the Teaching and Learning of Social Sciences in Initial Teacher Education

This article not only presents a paradigm shift as a methodological model for teaching heritage and social sciences (SSCC), but also offers a methodological foundation for the challenge-based learning (CBL) methodology. We present various educational innovations in social science teaching and cultural heritage education based on the use of CBL during initial teacher training at the University of Andorra. These methodological proposals take into account the TPACK model (Technological Pedagogical Content Knowledge) based on the interrelation of three types of knowledge: pedagogical content knowledge (PCK), technological content knowledge (TCK), and technological pedagogical knowledge (TPK). This set of best practices requires students to respond to a complex social challenge by designing and creating specific educational proposals for tackling content and learning through gamification. Students work on the various dimensions of the SSCC, thereby developing spatial competency, teaching competency, and competency in democratic citizenship. ICTs are included throughout in order to develop students’ digital competency. As a result, students feel empowered through having acquired the different competencies and developed an awareness of the value of cultural heritage as a cornerstone of democratic citizenship.

CHAPTER 13: 4IR Technological Knowledge and Skills Required by Technical Engineering Lectures for the Effective Curriculum Reconstruction of TVET Engineering Programmes

The Fourth Industrial Revolution (4IR) confirms that emerging and quickly evolving technologies are progressively driving the transformation and advancement of all industries and society. It is critical for technical engineering lecturers to keep up with the latest trends and technological advancements within their fields of specialisation, in order to effectively contribute to the development of a technologically literate society, and to share in the advancements brought about by advancing technologies of the early twenty-first century. The TPACK model of Koehler and Mishra is used to examine technical engineering lecturers’ pedagogical practices as a complex interplay of their technological knowledge, technological content knowledge, and technological pedagogical knowledge. This chapter examines the empirical findings of a national survey that collected data from N=577 technical engineering lecturers on n=52 campuses of n=24 South African TVET Colleges that offer TVET Engineering study programmes. The purpose of the survey was to profile TVET Engineering Study lecturers’ knowledge and pedagogical practices within engineering programmes across the Republic. A sub-section of the survey specifically probed into participants’ awareness and understanding of discipline-specific technological advancements and digital educational enterprises, as well as the potential impact of these on technical teaching. Empirical findings show that 52.3% (n=302) of the participating technical engineering lecturers are unaware of any technological advancements within their area of specialisation, and that they do not know what the potential impact of technological advancements might be on future technical training, following the current reconstruction of the curriculum. This chapter examines the possible implications of these findings for technical engineering curriculum renewal, considering that these lecturers, who are also the key role-players in the current curriculum implementation and evaluation stages, demonstrate limited awareness of technological advancements needed to effectively partake in the 4IR era. The underlying tension between these systems is revealed when Engeström’s Cultural Historical Activity Theory (CHAT model) is applied to the activity systems involved. Accordingly, recommendations are made for the professional development of well-trained technical engineering lecturers, harnessed with cutting-edge 4IR technological knowledge and skills required for the current reconstruction of the TVET Technical Engineering curriculum.