TPACK Model Research Articles

Developing E-worksheet-based TPACK model for Junior High School Students in English Language Learning Context

Background:The goal of this study is at developing an E-Worksheet based on TPACK Model by using Adobe Animate CC and AI Voice. This research was conducted to overcome the students’ problem, the teacher’s problem, and instructional problem that occurred in Language classroom. Methodology:This study is a research and development project that used of the 4D development methodology. The four steps of this model's development are defining, designing, developing, and distributing. Observations, tests, interviews, and questionnaires are examples of research instruments. The e-worksheet was validated by 5 validators, including 2 material and language expert lecturers and 3 media expert lecturers. Findings:The percent formula is used to determine its practicality. The electronic worksheet is classified as very valid with the level of 84.2 % in material or content of product and very valid with the level of 85.9% in media of product. The result of the practicality of the electronic words indicated that the total mean score for all the items in the questioner was 4.5 with a percentage of 90 falling into the category of very practical. The results of the effectiveness test were obtained with a value of 0.81 in the high category. Conclusion:Based on the results of the study it can be concluded that developing an E-Worksheet in Describing words material based on the TPACK Model by using Adobe Animate CC and AI Voice for seventh grade students of Junior Islamic High School is valid, practical, and effective. Originality:The use of TPACK as a resource for creating teaching materials is quite effective

Online teaching competencies and teacher effectiveness in higher education: the mediating effect of perceived career support

PurposeOnline teaching competencies are critical skills required for effective teaching and learning in higher education. However, evidence regarding the impact of online teaching competencies on teacher performance and career satisfaction is minimal in the literature. This study draws on the TPACK model to understand how online teaching competencies influence teacher performance and career satisfaction.Design/methodology/approachThe study adopts a quantitative approach and collected data from 243 faculty in both public and private universities in Ghana. Structural equation modelling was used to examine the relationships among the study constructs.FindingsThe results show that the various dimensions of TPACK have a significant positive effect on teacher performance and career satisfaction. Furthermore, the mediation results reveal that neither perceived career support nor teacher attributes mediate the relationship between online teaching competencies, teaching performance and career satisfaction.Practical implicationsThis paper provides a better understanding of how context knowledge, pedagogical knowledge, pedagogical context knowledge, technology pedagogical knowledge, career support and teacher attributes affect teacher performance.Originality/valueThis study draws on the TPACK (context knowledge, pedagogical knowledge, pedagogical context knowledge and technology pedagogical knowledge) model and incorporates perceived career support and teacher attributes as essential characteristics within an emerging economy country context.

A Systematic Review of Digital Competence Evaluation in Higher Education

University students’ digital skills depend significantly on educators’ proficiency, necessitating regular assessments. Tools like DigComp and the TPACK model are provided in this technological context. A systematic review, following PRISMA criteria, aims to evaluate digital competencies through globally used tools. DigCompEdu is prominent, with Spain leading the research, while unvalidated instruments from Asia highlight global disparities. This review will identify key tools and expose geographical and validation gaps, stressing the need for standardized assessments. Understanding the predominance of DigCompEdu and seeing the variation that is generated in Asia highlights the poor ability to transmit self-perceived competencies to learners.

"I'm not a tech-savvy teacher": An English teacher's journey in applying TPACK in Indonesia

Although research on TPACK in education has been done, limited studies have explored the application of TPACK in the EFL classroom within an Indonesian context. The aim of this research was to narrate the story of an experienced English teacher who encountered challenges in implementing the TPACK framework, and to reveal the advantages of utilizing the TPACK framework in the Indonesian teaching context. The researcher collected data using a set of steps consist semi-structure interviews, observations, and document analysis. An English teacher working in an Indonesian setting was selected to take part in this narrative inquiry. The interview information was examined using thematic analysis. The research discovered that applying the TPACK model was a complicated process hindered by internal and external barriers. On the other hand, using the TPACK framework offers advantages to both students and teachers, including increased motivation, a more engaging and flexible learning environment, and prospects to create multimedia resources. The results offer valuable insights for English teachers in developing nations about integration of TPACK in English instruction.

A Suggested Training Program In Light Of TPACK Model To Develop The Teaching Performance Of Science Student Teacher

A Suggested Training Program In Light Of TPACK Model To Develop The Teaching Performance Of Science Student Teacher

A TPACK-based Model of EFL teacher Preparation to Develop Student-Teachers' Professional Agency in CALL

Teacher agency plays a crucial role in teachers' professionalism and makes them capable of acting powerfully in their teaching context. The present study was an attempt to explore the role of the TPACK model in developing a professional agency for English as a foreign language (EFL) student-teachers. We conducted a qualitative study in which seven TPACK sessions were held involving eight student-teachers. We analyzed data collected through narratives and interviews using deductive-inductive thematic analysis. The findings of the thematic analysis indicated that the TPACK model has a constructive role in developing EFL student-teachers' professional agency. The findings of this study showed that the TPACK model enhances the integration of technology with content and pedagogy, ultimately amplifying individuals' ideas and voices. Additionally, it allows educators to explore more effective teaching methods, resulting in increased motivation among teachers. A deeper understanding of technological knowledge empowers educators to seamlessly incorporate technology into their teaching practices. By providing teachers with a sense of ownership and expertise in the material they present, the TPACK model enables educators to make well-informed decisions and enhance their pedagogical knowledge, skills, and strategies to meet the evolving needs of their students and adapt to the changing educational environment.

What influences teachers’ implementation of ICT in early childhood education? A qualitative exploration based on an ecological-TPACK framework

Teachers’ implementation of information and communication technologies (ICT) directly shapes how children learn in early childhood education (ECE) contexts. While the number of studies on teachers’ implementation of ICT in ECE settings has increased in recent years, a more comprehensive understanding of what decides teachers’ actual technology-based practices are still needed. Therefore, this study aims to gain an in-depth understanding of what factors may influence ECE teachers’ ICT implementation. Drawing on the TPACK model and the ecological theory, this study develops the ecological-TPACK framework that provides a lens for interpreting the complex explanations behind teachers’ ICT implementation practices. A qualitative research design that involves individual interviews, classroom observations and field notes was used to collect data. The findings show that participants made decisions about ICT implementation based on their TPACK, which is further shaped by the ecological context surrounding them. The analysis based on the ecological-TPACK framework found factors influencing participants’ ICT implementation are complex and interrelated, which shows this framework is a valuable tool for understanding the complicated story behind teachers’ ICT implementation. Implications for policy-making and future research direction, are addressed at the end of this article.

Assessing the Level of Knowledge in Using Technology in Education Schools for Based on the TPACK Model among Teachers in Outstanding Students

The current research aimed to assess the extent to which teachers in outstanding schools possess knowledge of using technology in education based on the TPACK model. The research sample consisted of 123 teachers. To achieve the research objectives, a questionnaire was prepared, consisting of 64 items distributed across seven domains. The research results indicated that the sample had a high level of knowledge in content and teaching methods, a moderate level in technology and teaching content, and a weak level in technology in content, technology in teaching methods, and technology in teaching content.

Gamificación del modelo TPACK en la enseñanza de programación mediante realidad virtual

In recent years, the combination of pedagogy and technology has revolutionized education, providing teachers with innovative tools to transform their work in the classroom. With the aim of transforming and improving the teaching of subjects related to technical and programming concepts, it was decided to develop a virtual reality (VR) tool to address the challenge of ensuring that students acquire, understand, and can effectively apply knowledge in practice through the TPACK model. The approach applied for this research was quantitative, supported by an applied experimental design and a convenience sample of 49 students from the Faculty of Informatics at the Autonomous University of Querétaro, Mexico. Likert scale surveys were conducted to measure the improvement and transformation of teaching through the virtual tool and the TPACK model. The results demonstrated that the strategy of using VR for teachers to provide students with a platform featuring game mechanics helps transform and improve learning. It was also concluded that one of the greatest strengths of this tool is that it removes the user from the traditional classroom, mitigating pressure or negative predisposition towards unknown or difficult-to-understand concepts.

TPACK model: its application in the analysis of the integration of ICT into university teaching. Narrative, context and teaching praxis

TPACK model: its application in the analysis of the integration of ICT into university teaching. Narrative, context and teaching praxis

Technology, Pedagogy and Knowledge Element (TPACK) in The Malaysian Automotive Industry In-House Training Framework

In order to ensure that the Malaysian automotive industry is able to compete with the world market, continuous workplace learning must be in place. This is to ensure existing employees in the automotive industry maintain productivity and competitiveness. This study is conducted to identify the element of TPACK to further explore the component of in-house training framework for the automotive industry. This study uses a sequential exploratory mixed method model as a research design. The components of TPACK for the in-house training framework have been identified through the use of expert interviews. The interview phase featured seven panels, including technical trainers and academics with expertise in automotive industry. Data on the suitability of the TPACK elements was gathered quantitatively using questionnaires. The survey included 114 automotive technical trainers in total as a sample. Pedagogical knowledge (PK) comprises 22 out of the 36 training elements that were found to be the majority. The findings of this study also suggest the importance for technical trainers to integrate the TPACK model in the development of in-house training in the automotive industry. By integrating the TPACK model, a comprehensive in-house training can be developed and implemented.

Technology Integration in Teaching: Applying TPACK Model for Vietnamese Universities

This research aims to synthesize international experiences in applying technology in teaching according to the TPACK model (Technological Pedagogical Content Knowledge), in order to draw lessons and apply them to Vietnamese universities. This article uses a theoretical research method, mainly synthesizing and analyzing texts from research papers published in large databases including Science Direct, Scopus, and Google Scholar, using keywords such as "TPACK" and "application of technology in teaching". To effectively apply technology, educational technologists have developed modern teaching frameworks, including the TPACK model, which combines three elements: (i) Technological knowledge; (ii) Pedagogical knowledge; and (iii) Content knowledge. Teachers need to harmoniously integrate these three elements when applying the TPACK model. In Vietnam, there have been some recent studies on the TPACK model in universities; however, the number of studies is still limited. This research aims to synthesize and analyze relevant studies on the application of technology in teaching according to the TPACK model. International experiences serve as practical lessons for Vietnamese universities to adapt and apply appropriately to the TPACK model, integrating technology with content and pedagogical methods in teaching to meet current practical requirements.

Technological choices in Statistics: reflections on pedagogical practices in the Brazilian higher education

Our study analyzed the integration of digital technologies into Statistics teaching by exploring professors’ perceptions and practices in the Brazilian context. We investigated educators’ technological choices through descriptive statistical techniques and multivariate analysis, highlighting the relation among professors’ Education processes, pedagogical practices and the use of digital technologies. Our results, which showed the influence of professors’ Education processes on their technological choices, were discussed in the light of statistical literacy and the TPACK model. The study points out the crucial role of professors’ Education processes in critical and intentional integration of technology into teaching and provides valuable reflections on contemporary Statistics Education in Brazilian Higher Education.

Enhancing Biology Teachers' Professional Development

The purpose of the study is to identify the necessary knowledge to be developed by biology teachers using the TPACK model for each of the five topics that are difficult to teach in Mongolian high schools. Five groups—“respiration,” “regulation of the living body,” “biotechnology, genetic engineering,” “enzymes,” and “immunity”—were selected as difficult groups for teaching according to the TPACK model. The study questioned 113 school biology teachers for content knowledge (CK), pedagogical content knowledge (PCK), technology content knowledge (TCK), and technological pedagogical content knowledge (TPCK). For each topic, TCK is the heaviest and CK the lightest compared to other types of knowledge for biology teachers. In terms of the correlation coefficient, for the groups, TCK and TPCK had the highest correlations. This research proposes the development of TCK and TPCK content modules for specific groups of secondary school biology teachers is crucial.

The Tpack model as a hybrid training oportunity in masters and postgraduates degrees

In the 2020-2021 academic year, during the pandemic, the teaching team of the Master Social and Educational Interventions of the University of Barcelona applied the Technological Pedagogical Content Knowledge (TPACK) model, which integrates technology in the teaching-learning processes (Mishra & Koehler, 2006). A participatory evaluative research (Redice Redice20-2861), with the participation of faculty and students involved, was carried out to identify the elements that facilitate and hinder virtual teaching, to know the impact of its application and to formulate recommendations applicable to online university higher education. A mixed quantitative and qualitative methodology was used, employing different instruments such as questionnaires, focus groups, interviews and observations during the 2020-2021 academic year, analyzed with NVivo 11, Atlas.ti 8.0 and Excel. The results obtained show that the application of digital environment activities within face-to-face training improve, among others, the connection with the professional world and offer dynamization strategies in the classroom that contribute to the creation of learning communities as an effective strategy.

The Extent of Activating Educational Technologies (TPACK Model) Among Teachers of Musical Skills in The Sultanate of Oman to Keep Pace with The Requirements of The Twenty-First Century Skills

The research aims to determine the extent to which teachers of musical skills activate educational techniques (TPACK model) in the Sultanate of Oman. The descriptive analytical approach was used with a dependent variable, which is the extent to which teachers activate educational techniques (TPACK model) in Oman. The research population was teachers of musical skills in Oman. The application was carried out through an electronic questionnaire, and it resulted that the educational knowledge axis received the highest rank, and this is due to the actual practice resulting from the effectiveness of the teachers’ role and tasks, knowledge of the content, and their keenness to do so. To implement the content. As for the axis of knowledge of technology and content, it is average because there is no connection between educational content and technology. Finally, the axes of knowledge of technology and knowledge of technology and education are few and are due to the failure to link content and education with modern technology to facilitate its use and application. The research recommends the importance of paying attention to employing electronic learning platforms in presenting the subject and encouraging teachers to Participate in computer training with good planning for teaching the subject.

HC-TPACK 모형 개발 및 적용

This study aims to enhance the competencies of English pre-service teachers in integrating technical knowledge and human-centered competency education for application in the context of middle and high school English education settings. To achieve this, it extends the traditional TPACK model to develop the HC-TPACK framework and the corresponding HC-TPACK-English model. The framework and model were designed through literature reviews and expert consultations, with the internal validity of the model secured through expert content validity assessments. The study also investigated how these pre-service English teachers incorporated both technical knowledge and human-centered competencies in their lesson designs, based on an analysis of their teaching-learning guides in classes using the model. The findings are as follows: First, the HC-TPACK model, which adds human-centered competencies to the traditional TPACK elements, is expected to help pre-service teachers adapt to future educational environments and develop innovative teaching methods. Second, the application of HC-TPACK enabled pre-service teachers to plan lessons that integrate technology in lesson design and strengthen human-centered competencies. This could be confirmed in the lesson plans of prospective English teachers. These results highlight the importance of an integrated approach to content, teaching methods, competencies, and technology utilization for teacher education program developers and educators.

Describing the digital competencies of mathematics teachers: theoretical and empirical considerations on the importance of experience and reflection

This article presents an extension of the well-known TPACK model to describe the professional digital competencies of mathematics teachers. The extension leads to what we want to call MPC-model (Media–Pedagogy–Content) in the following. It additionally includes (1) the consideration of competencies instead of knowledge for a holistic description, (2) the integration of professional digital competencies in a broader context of professional media competencies (including explicitly analog and digital teaching media), (3) the description of concrete individual experiences with digital technology in context-bound subjective domains of experience, and (4) the cross-linking of concrete individual experiences about (digital) technology in specific (subjective) domains of experience. In this article, we first present a motivating literature overview leading to the research question: How can the TPACK model be extended to enable a qualitative description of professional digital competencies of mathematics teachers against the background of situated experiences? This extended framework is developed and presented in a detailed theoretical background. In the empirical part of the article, an exemplary application of the MPC-model is carried out in an explicative case study dealing with the reflections of a mathematics teacher on a planned lesson using virtual reality technology in a guided interview. The qualitative data is interpreted according to the systematic-extensional analysis method. The case study illustrates the importance of taking into account concrete situated experiences opening up a new reflective level analyzing the development of professional mathematics-specific digital competencies.

Virtual reality in the classroom: a difficult but exciting adventure for teachers and students

Virtual reality (VR) enables the creation of immersive and interactive learning environments for students and teachers. This article reports on an exploratory teaching practice conducted with pre-service secondary school teachers using Neotrie, a dynamic geometry software in virtual reality. In small groups, future teachers must learn how to use the software and design a didactic sequence to bring to the classroom. Following a research-action methodology, through this experience it is reported both the advantages and difficulties encountered when starting to use VR to design didactic sequences, as well as when learning a VR sandbox software with interactive tools, like Neotrie. A proposal for assessing the sequences under the premises of the TPaCK model is also included.

교회학교 교육자를 위한 TPACK 모델

교회학교 교육자를 위한 TPACK 모델