Technology Integration Knowledge Research Articles

Technological, pedagogical, and content knowledge for technology integration: a systematic literature review

Many empirical studies used technological, pedagogical, and content knowledge (TPACK) to evaluate technology integration in education. However, systematic reviews on TPACK, related to technology integration in education are still limited, linked to the TPACK and technology integration issue. Therefore, this systematic literature reviews TPACK-based studies from 2010 to 2022, focusing on three topics: instruments to assess TPACK, TPACK domains’ inter-correlation, and TPACK relationships with technology integration. This systematic literature review implemented PRISMA (preferred reporting items for systematic reviews and meta-analyses). The study used Science Direct as a platform for articles’ search with three keywords, namely TPACK, preservice teacher; TPCK, preservice teacher; and TPACK, preservice teacher, technology integration. There were 28 articles reviewed. The findings informed 11 articles regarding scales to assess TPACK. There were nine articles reported TPACK domains’ intercorrelation and 10 articles informed TPACK relationships with technology integration. This study could significantly contribute to advancing knowledge regarding instruments to assess TPACK, TPACK factors inter-correlation, and TPACK and technology integration.

Utilization of Technology in Teaching Physical Education and the Performances of PE Faculty Members in a Selected College in Guangdong Province

This study investigates the relationship between Physical Education (PE) teachers' technology integration knowledge and their teaching performance at a Sports School in Huizhou, China. The assessment utilizes a survey questionnaire adapted from prior research by Hosseini (2012) and Hosseini & Kamal (2013) to measure knowledge in technology, content, pedagogical, and content areas. The research explores whether a significant correlation exists between technology integration knowledge and teaching performance among PE teachers. The findings indicate that there is no statistically significant relationship between the ability to develop and conduct online assessments and various dimensions of technology integration knowledge among PE teachers. Despite an average correlation coefficient suggesting a moderately positive relationship, this result lacks statistical significance. Consequently, the data suggests that proficiency in online assessment development does not strongly correlate with a comprehensive understanding of technology integration knowledge.

The impact of an online technology course on pre-service teachers’ technological knowledge: Strategies and design

This study investigated how pre-service teachers’ technology integration knowledge changed as a result of participating in an online educational technology course for a semester in the Fall of 2020 and the Spring of 2021. The pre-service teachers’ technology integration knowledge development was assessed through their self-reported technological pedagogical content knowledge (TPACK). A total of 194 participants completed a validated TPACK pre- and post-test survey. The results of multilevel modeling analysis suggested that the participants had significant gains in all TPACK domains. Strategies used in designing the online educational technology course were examined for their contribution to pre-service teachers’ TPACK development. Educational technology-based course included activities that facilitated the integration of the components of TPACK framework through peer interactions, lesson planning, and peer feedback. The findings have implications for future research and provide guidance for the design of effective online learning environments to improve pre-service teachers’ technology integration knowledge.

Praxeological learning approach in the development of pre-service EFL teachers' TPACK and online information-seeking strategies

This study is purposed to implement and test a praxeological learning approach to enhance pre-service EFL teachers’ technological pedagogical content knowledge and online information-seeking skills. This study was conducted based on a convergent parallel mixed design involving thirty-seven sophomore pre-service EFL teachers. Multiple data collection tools were administered at the beginning and end of the course, and data were analyzed aligning with quantitative and qualitative methods complementarily. Active and decisive participation of the pre-service teachers shaped the course design following the sections of independent study, context orientation, and context-based study within the Technological Pedagogical Content Knowledge Framework. Findings showed that pre-service teachers’ technological pedagogical content knowledge and online information-seeking strategies of evaluation, selecting main ideas, and trial & error were significantly improved. Praxeological learning, following the Technological Pedagogical Content Knowledge Framework step-by-step and highlighting context-sensitivity, scaffolded pre-service teachers’ knowledge construction cumulatively and provided them with authentic learning experiences. The praxeological learning approach can support long-term motivation for technology integration knowledge and skills acquisition for pre-service teachers’ future careers.

The Intersection of Equity Pedagogy and Technology Integration in Preservice Teacher Education: A Scoping Review

Teacher education programs play a crucial role in developing teachers’ equity/social justice mindsets and technology integration knowledge and expertise. Scholars have advocated for merging these two areas to support common curricular goals and access unique learning benefits. However, little is known about how equity pedagogy and technology integration intersect in preservice teacher (PST) education. This scoping review aims to expand knowledge and understanding at this intersection with the goal of developing a foundation for future research and practice. Findings revealed that relevant studies focused on two main styles of pedagogy: (a) leveraging technology to teach about equity and social justice (i.e., tech-infused equity pedagogy), and (b) adopting a critical stance toward technology’s roles in schools and society (i.e., digital equity pedagogy). We provide a detailed description of these pedagogies and present useful systems of classification for related studies. We also present key implications of this work for PST education practice, policy, and scholarship.

Technological Pedagogical and Content Knowledge of Pre-Service Elementary School Teachers in Karachi, Pakistan: A Quantitative Study

This study examined how aspiring educators describe technological pedagogical content knowledge, how its components relate to one another, and how far along the competency spectrum elementary school teachers are in their capacity to integrate technology into their classes. The 21st century has unified curricula, cutting-edge technologies, and comprehensive comprehension. To achieve educational excellence and student achievement in a rapidly modernizing society, teachers must learn new instructional methods and technologies. "Technological pedagogical and content knowledge" (TPACK) is a framework of collective and composite knowledge needed by teachers in technology-integrated classrooms. This study assessed pre-service teachers' technology integration knowledge and behaviors. This cross-sectional survey assessed future educators' TPACK and associated expertise. This survey uses questionnaire-based purposeful sampling. Surveys assessed technology, content, instructional techniques, and pedagogy. Each series of questions established a 5-point Likert scale, with 1 representing strongly disagreed and 5 representing strongly agreed. Smart PLS and SPSS analyzed data. Future educators are confident and able to use technology to fulfil student needs, according to the study. All three predictions were proven when all prospective educators surveyed understood TPACK. This shows that they understood the role of technology in each allegory or were confident in combining all three TK, PK, and CK structures. Findings determined implications.

Perceived technology integration of Filipino teachers teaching in the U.S.A.

Integrating technology, pedagogy, and content knowledge in teaching is a challenging but fulfilling undertaking. Teachers in the 21st century are expected to integrate technology in the classrooms effectively, while at the same time being knowledgeable in the pedagogy and content of the subjects being taught. The purpose of this study is to describe the perceptions of Filipino teachers teaching in the U.S. on the Technological Pedagogical Content Knowledge (TPCK) framework. Data was gathered through a survey using the Questionnaire to Measure Perceived Technology Integration Knowledge of Teachers by Hosseini & Kamal (2012). The study found that among the TPCK’s subscales, the mean for pedagogical knowledge (PK) was the highest (4.34), while the mean for technological knowledge (TK) was the lowest (4.03).

Exploring Students’ Perceptions of EFL Teachers’ TPACK Knowledge in Online Classroom Environment

Many studies have investigated students’ perceptions of experiencing technology-based English as Foreign Language (EFL) learning, particularly as a result of the Covid-19 Pandemic period. Only a few studies have considered the students’ perceptions of the teachers’ knowledge of integrating technology into the teaching and learning process. Thus, this study explored how students perceived their teacher’s knowledge of technology integration in teaching, especially in the case of technology pedagogy and content knowledge (TPACK) in the online classroom. A case study was applied in this study with five participants selected purposively. This study was mainly guided by six survey items validated by Chuang et al. (2018) about assessing teachers’ TPACK from the students’ perspectives. These six items were used as the guiding questions during the semi-structured interview. Further, this study also gathered data from the students’ responses or written reflections after class. Data were then analyzed thematically. The results indicated that these students perceived the teacher as having sufficient knowledge of teaching the subject matter. The TPACK knowledge, however, needed more attention to developing. It implied that educational policymakers, not limited to the institutional stakeholders and practitioners, should provide a TPACK-based professional development program to strengthen the teachers’ proficiency in technology-enhanced foreign language teaching.

Perceived Technology Integration Knowledge of Higher Education Language Instructors in the F2F Post-2020 Pandemic Era

Perceived Technology Integration Knowledge of Higher Education Language Instructors in the F2F Post-2020 Pandemic Era

Analysis of STEAM-Based TPACK Integrated Activities in Elementary School Thematic Books

Technological, Pedagogical, and Content Knowledge (TPACK) can collaborate with the Science Technology Engineering Art Mathematics (STEAM) approach. STEAM is also essential for students to improve their ability and skills to operate and produce science and technology-based products, supported by the TPACK abilities of educators to develop quality technology-based learning. In this study, there were 26 items of integrated TPACK and STEAM activities, with the most findings being content knowledge, as much as 27.50% for science. The second-highest finding was the integration of pedagogical knowledge, as much as 24%. Furthermore, the third most common finding, 17.40%, was the integration of technological knowledge with art and pedagogical content knowledge with art, while 10% of activities integrated content knowledge with art. The last finding found the integration of pedagogical knowledge with science of 3.4%. However, all indicators did not appear mathematical. In addition, the most common finding was the integration of art and pedagogical content knowledge, as much as 34.60%. The percentage of activities integrating engineering and content knowledge was 27%, which was the highest finding. In this case, one activity allows more than one integration.

Development of pre-service early childhood teachers’ technology integrations skills through a praxeological approach

How to improve and what should be carried out for pre-service teachers’ technological competencies for teaching purposes is still an important issue on the agenda of the higher education field. In light of this, we aimed to reflect the individual and collective technology integration knowledge and skills construction process of pre-service early childhood education teachers with democratic participation. We utilized the praxeological approach as a method and learning approach to reveal the reflections of the instructional technologies course. The participants in this study were 52 sophomore pre-service teachers in the early childhood education department. We collected the data from various sources such as interviews, portfolios, researchers’ field notes, e-mails, online course evaluation form. We carried out the thematic analysis method to analyze the data. The findings indicated that three main themes emerged as initial challenges, learning process, and learning outcomes during enhancement of pre-service early childhood teachers' technology integration knowledge and skills. As a result, the praxeological approach used in instructional technologies courses in teacher education programs leads to a crucial digital transformation to be ready to become future teachers.

How field experience shapes pre-service primary teachers’ technology integration knowledge and practice

ABSTRACT The expectation for teachers to integrate technology within their classroom practice is growing. However, few studies examine the influences on pre-service teachers’ technology integration knowledge and practice, and the role of field experience in shaping these. Narratives from semi-structured pre-COVID interviews with 35 pre-service primary school teachers in one teacher education programme in Ireland, some of whom used a digital camera, were analysed using an inductive thematic approach. Opportunities for pre-service teachers to develop their knowledge and practice were shaped by their interaction with the primary school context, the people within it and the digital resources provided, the Zone of Proximal Development (ZPD). While the initial teacher education programme provided opportunities and digital resources to support the primary teachers’ learning, the Zone of Promoted Action, these were ultimately shaped by the ZPD. The results have implications for professional development programmes striving to support teachers in developing innovative practice in a post-COVID era.

EKSISTENSI UMKM (USAHA MIKRO, KECIL DAN MENENGAH) DALAM ERA REVOLUSI INDUSTRI 4.0 DI KELURAHAN BENOA SEBAGAI PENYANGGA KAWASAN PARIWISATA

MSMEs players in the era of industrial revolution 4.0 are required to have competence and knowledge of technology integration. Human resource competence is not only about knowledge, but something that is deeper within human resources. This study aims to determine the existence of MSMEs (Micro, Small and Medium Enterprises) in the era of the industrial revolution 4.0 in Benoa Village. The research method used is a qualitative method based on the postpositivism philosophy, the data collection technique is done in a triangulation manner with the findings: 1. MSMEs actors in Benoa Village have the motivation to be more successful than office employees, 2. MSMEs actors in Benoa Village learn more from work and experience (experiential learning), 3. The growing awareness of MSMEs actors in Benoa village about the importance of technology, 4. There is an effort to arouse the entrepreneurial spirit of MSMEs actors in Benoa Village towards the younger generation in Benoa Village with technology-based. The conclusion of the research on the existence of MSMEs in Benoa Village will continue to survive and increase its development along with people's awareness of technology-based entrepreneurship. The implications of era 4.0 technology with the competence of MSMEs human resources in Benoa Village still have the potential to be developed with support from the government

TPACK-L: teachers’ pedagogical design thinking for the wise integration of technology

ABSTRACT Wise technology integration is not simply a matter of selecting to use, but a matter of how to effectively use technology in context within the curriculum. Technology integration cognition should thus be thought of as pedagogical design thinking that involves critically examining the affordances of learning technologies and then strategically applying them to teach particular subject matter ideas within a specific classroom context. To better describe such teacher cognition concerning technology integration, this study proposes TPACK-L, an expanded framework for teachers’ technology integration knowledge, by adding the principles of learning theory to the existing TPACK framework, and delineates what this pedagogical design thinking looks like in the context of a specially designed card game, CARD-tamen™. This study also addresses the issue of how to measure technology cognition in-the-moment during card play. Situated cognition served as the framework to assess using card gameplay in context.

An Evaluation of Technological Competences and Technological Tools Usage by Primary School Teachers During COVID-19 Lockdown in Cameroon

The aim of this study is to investigate technological competences and technological tools usage by primary school teachers. The inability of primary school teachers to substitute traditional teaching methods with modern technological tools and applications during COVID-19 motivated the researchers to carry out this study. The study made use of a survey research design. Technology implementation and computer use for instructional teachers sub scales were used to collect data. Related literature was reviewed based on skills and knowledge of teachers and the various technologies used for instruction. The samples were 398 teachers who are teaching using ICT and the simple random sampling method was employed to select these respondents. Data was collected from teacher-respondents using tables, percentages, charts, mean, standard deviations and one sample t-test. The results showed an average level of technological competences possess by primary school teachers and types of technological tools used for teaching and learning. These results indicate that primary school educators and instructors lack the competences to install software on their computers and faced difficulties in using more advanced technologies. The study strongly recommends effective in-service training for teachers, easy access and connection to network services as well as the provision of technical assistance to schools. This will enable teachers to effectively acquire skills and knowledge for technology integration in education. Primary schools and teachers should also be equipped with modern technologies especially during this period of COVID-19.

Preparing elementary education teacher candidates to teach with technology: The role of modeling

In teacher education programs, modeling from both teacher education faculty and clinical educators in schools can support teacher candidates’ adoption of new instructional practices. This study examined how modeling from both teacher education faculty and clinical educators influenced elementary education teacher candidates’ development of technology integration knowledge and use of technology while teaching. Further analysis looked at how technology modeling and use aligned to higher-order thinking skills using the Revised Bloom’s Taxonomy framework (Anderson & Krathwohl, 2000). Teacher education faculty primarily modeled technology integration with higher-order thinking skills such as rigorous practice activities and project-based learning, whereas the clinical educators modeled technology integration through lower-level activities such as educational review games and showing videos. Further, candidates used technology in lower-level ways more than higher-level ways. Based on the findings of our study, we discuss how modeling can support teacher candidates’ development of TPACK.

Design requirements of a modern business Master’s degree course: perspectives of industry practitioners

Contemporary industry practices must be appropriately reflected in designing modern-day teaching and learning programmes. Existing studies are limited to systematic methodologies for accumulating contemporary practice requirements and using that data to inform the design of educational programmes, even though various, local approaches for doing so often exist in higher education institutions. Going beyond this and adopting design-based research (DBR) principles, this paper introduces industry practitioner perspectives of contemporary- practice need for conceptualisation and design of a new business master’s degree programme. Outlining industry-demand as a driving force in stimulating a new business data-analytics programme at a medium-sized Australian metropolitan university, the study utilises open-ended interviews with five senior data analytics professionals to find a new matrix of industry expectations. The emerged elements are open-sourced tools based general technical knowledge; specific industry certifications or special skills; technology integration knowledge; cross-industry knowledge such as marketing; project management/agility and decision-making utilising appropriate supporting knowledge. Based on these findings, key learning objectives, an initial structure of the programme and specialisation subjects is proposed for further evaluation through convergent interviewing. We anticipated that the entire design process could be reusable for other similar situations for designing new practical courses in higher education sector.

Developing technological pedagogical content knowledge survey items: A review of literature

This review of the literature analyzed twenty-eight survey instruments that were designed and validated by different researchers in order to measure teachers’ technological pedagogical content knowledge. The analysis was done to find out the nature and synthesis of survey items across domains of the technological pedagogical content knowledge framework. The review showed that researchers design items differently across subscales, being either specific or broad in content, teaching approaches or technologies knowledge and their interactions. The logical pick up of concepts in the items from the primary technology, pedagogy and content domains to their complex interactions was only seen in few scales. We provide suggestions derived from the review for designing survey items that capture teachers’ knowledge of technology integration in teaching while addressing specific content, pedagogy, and technology. We also recommend the logical relationship interlinking concepts in the three basic domains into their interactions that form complexities of teacher knowledge.

Developing effective knowledge-building environments through constructivist teaching beliefs and technology-integration knowledge: A survey of middle-school teachers in northern Taiwan

The creation of effective knowledge-building environments (KBEs) to help learners develop essential skills in a knowledge society has gradually been recognized as an important goal in education (see the review by Chen & Hong, 2016), but the qualities that teachers require to develop KBEs remain to be investigated. Drawing on a review of relevant literature, we hypothesized that constructivist teaching beliefs (CTBs) and technology-integration knowledge (TIK) would prove important determinants of teachers' potential to develop KBEs. The main aim of this study was to test a structural equation model encompassing teachers' CTBs and TIK, and determine whether these variables were reliable predictors of teachers' potential to develop KBEs. A convenience sample of 390 middle-school teachers was selected from northern Taiwan for this survey study. Our results allowed us to construct a path model and indicate that CTBs, which are positively mediated by TIK, facilitate teachers' potential to develop KBEs. The implications for teacher training are discussed.

Evolution of Teachers’ Technology Integration Knowledge, Beliefs, and Practices: How Can We Support Beginning Teachers Use of Technology?

In this study, we examined a group of four teachers who completed extra educational technology coursework and field experiences during their teacher education programs to determine how their technology integration knowledge, self-efficacy beliefs, intentions, and practices evolved over time. We conducted interviews and evaluated data sources at three intervals: (1) after teacher education coursework was completed, (2) after student teaching was completed, and (3) after two initial years of teaching. Results showed that school resources and environment had a strong impact on beginning teachers' practices, regardless of strong internal enabling factors.