TPACK Model Research Articles

Conocimiento tecnológico, pedagógico y disciplinar del tutor virtual: Caso de un programa de bachillerato en modalidad a distancia – virtual

This research describes the self-perception that Baccalaureate tutors program have in Virtual mode in respect of the knowledge proposed in TPACK model. This study was developed under a quantitative approach of descriptive scope, and for compilation of information, an online questionnaire was applied to the teachers. The data analysis was worked from descriptive statistics. The main results found in the research showed that there are high valuations of technological, pedagogical, and disciplinary knowledge when considered independently, but they decrease considerably when approached jointly.

Teacher Educator Technology Integration Preparation Practices Around TPACK in the United States

Given the strong influence of teachers educators’ pedagogical modeling on new teachers’ capacity to use technology to support student learning, this study sought to answer two interrelated questions: (a) How are teacher educators and teacher education programs currently working to prepare teachers to integrate technology? and (b) How are teacher educators implementing the TPACK (complex integration of technological [T], pedagogical [P], and content [C] knowledge [K]) model? The evidence to answer these questions was derived from an analysis of quantitative and qualitative survey responses from 843 teacher educators from approximately half ( n = 541) of the accredited teacher education programs in the country. The results showed that teacher educators are increasingly integrating technology across the curriculum, that there is a fairly low level of TPACK adoption, and that conceptions of TPACK vary greatly. The study helps to better understand these teacher educator practices in relationship to the literature on preparing teachers to use technology to support student learning.

Mitigating the COVID-19 pandemic: a snapshot from Malaysia into the coping strategies for pre-service teachers’ education

ABSTRACT As Covid-19 cases increased rapidly in Malaysia, the Movement Control Order was imposed nationwide by the government, resulting in immediate closure of schools and universities. Consequently, teaching and learning were instantaneously transformed into distance and remote formats. This article offers a snapshot into how teacher educators and student teachers, coped with the unprecedented situation. We also share our reflections and examination of the online teaching and learning experiences through the lens of TPACK and online learning models. A major implication for both teacher educators and student teachers is to acquire TPACK – technological knowledge and technological pedagogical knowledge to ensure learning continuity and equity.

Introduction of TPACK in Mathematics Education Realm

Mathematics education is one of the fields that agrees about the importance of integrating technologies into instructional activities in the classroom. However, only understanding technologies does not full fill the criteria of effective teachers, they have to be prepared and grasp the ideas of combining technologies, pedagogical, and content knowledge. This present study is a literature review which aimed at answering two mains questions namely, what is the TPACK framework and how does it influence our education system. Data were collected from articles related to technologies, ICT, and TPACK from thematic journals. The results found that TPACK is a well-known theoretical approach studying the pre-service teachers’ use of ICT. TPACK is accepted as an important framework for defining how well teachers integrate technologies in their classroom. TPACK model shows an effective way of thinking about integrating technologies along with pedagogies, and content knowledge. It has been developed for twenty-first century skills and used as a framework for developing teachers’ readiness toward the twenty-first century skills.

TPACK para integrar efectivamente las TIC en educación: Un modelo teórico para la formación docente

La integración de las Tecnologías de la Información y de la Comunicación (TIC), en el entorno educativo, es una tarea que ha presentado diversas dificultades, las que se evidencian, sobre todo, en los usos que los docentes hacen de estas herramientas en las aulas. En tal caso se reconoce la escasa formación de los mismos en este ámbito, considerando imprescindible prepararlos a partir de un modelo que orienta la integración de distintos tipos de conocimientos: disciplinares, pedagógicos y tecnológicos, en confluencia con elementos contextuales que determinan una situación de aprendizaje específica; saberes que deben comprender y asumir en su función docente para lograr el uso efectivo de las TIC en la educación: el modelo TPACK. El uso efectivo de las TIC en los procesos de enseñanza y aprendizaje reside en el carácter de estricto sentido didáctico que debe imprimírsele a las herramientas digitales seleccionadas, en el enfoque pedagógico asumido en la planificación didáctica y en la actitud, tanto del docente como de los estudiantes, al momento de interactuar con las mismas, en función del aprovechamiento de sus potencialidades para mejorar la calidad de los aprendizajes en esta nueva era.

Autopercepción del profesorado de Educación Primaria en servicio desde el modelo TPACK

El estudio analiza los resultados más relevantes de la investigación realizada con docentes de educación primaria, en referencia al modelo TPACK. El objetivo de esta investigación es conocer la autopercepción de los docentes de primaria en servicio, con respecto a su capacitación tecnológica, tomando como referencia la escala de diagnóstico TPACK. Para la recopilación de información, se adaptó un cuestionario tipo Likert ya validado, siguiendo el modelo TPACK. El cuestionario está compuesto por 47 ítems que recopilan información de las siete dimensiones del modelo. La muestra está formada por 607 docentes. La investigación es de naturaleza descriptiva no experimental, y realiza un análisis de varianza multivariante (MANOVA). Los resultados más significativos han sido el hallazgo de diferencias con respecto al género de los participantes. En general, son los hombres los que tienen una mayor percepción de sí mismos con respecto al uso y la integración de las TIC en su práctica docente, especialmente en asuntos científicos. Las mujeres parecen ser más efectivas cuando seleccionan enfoques para guiar el aprendizaje y el pensamiento del estudiante en términos de lectura y escritura. The study aims to analyze the most relevant results of the research carried out with primary education teachers, with reference to the TPACK model. The objective of this research is to know the self-perception of primary school teachers in service, regarding their technological training, taking as a reference the TPACK diagnostic scale. For the collection of information, a Likert type questionnaire already validated was adapted, following the TPACK model. The questionnaire consists of 47 items that collect information on the seven dimensions of the model. The sample consists of 607 teachers. The research is of a non-experimental descriptive nature, and performs a multivariate analysis of variance (MANOVA). The most significant results have been the finding of differences regarding the gender of the participants. In general, it is men who have a greater perception of themselves regarding the use and integration of ICTs in their teaching practice, especially in scientific matters. Women seem to be more effective when they select approaches to guide student learning and thinking in terms of reading and writing.

Evaluating students logical thinking ability: TPACK model as a physics learning strategy to improve students logical thinking ability

Physics has the character of logical thinking. The use of technology in physics learning encounters the problem. The purpose of this study is to evaluate students logical thinking ability and determine a physics learning strategy to improve students logical thinking ability. The subjects of this study were 81 Islamic boarding school students in Ponorogo. The research approach was used mix method. Instrument test research was used by giving Tests of Logical Thinking (TOLT) which developed by Tobin and Capie. Instrument test contains 10 questions that depict probabilistic reasoning, controlling variable, proportional reasoning, correlational reasoning, and combinatorial reasoning. The results show that the average students logical thinking ability occupies a level of concrete thinking with a score of 1,36. This finding describes the logical thinking ability was still being the lowest level. Therefore, alternative learning such as integrating with technology is necessary to improve the logical thinking ability of students. Integrating learning with technology can be done by TPACK model.

RECURSOS DIGITALES EN UNA HABITACIÓN DE ESCAPE EDUCATIVA


 La sociedad digital actual plantea una serie de desafíos para cualquier contexto educativo. Por ello, en este trabajo se presenta una propuesta implementada en cuatro grupos de los Grados de Educación Infantil y Primaria de la Universidad de Murcia para revisar contenidos relacionados con asignaturas de Tecnología Educativa antes de la prueba evaluativa final.
 La estrategia metodológica utilizada fue una habitación de escape educativa (“JUMANTIC”), la cual se basó tanto en recursos analógicos, como digitales, ya que estos últimos son los menos utilizados en propuestas similares a la expuesta.
 La propuesta de innovación está basada en la película Jumanji¸ y a través de 9 puestos enigmáticos, los estudiantes tenían que conseguir la llave para escapar del templo en el que se encontraban. Para resolver algunos de los enigmas tuvieron que utilizar robótica educativa a través de bee-bot, candados digitales, Kahoot, etc.
 Además, también se desarrolló la práctica BYOD (Bring Your Own Device)¸ para de esta forma escanear los diferentes códigos QR que se encontraban en el tablero de juego y marcar los diferentes itinerarios de los equipos. Igualmente, podían utilizarlos para consultar apuntes u otra información que considerasen de interés para resolver las diferentes preguntas relacionadas con el modelo TPACK, integración curricular de los medios, etc.
 A pesar de la negativa de ciertas propuestas a utilizar recursos digitales en las educational escape rooms. En este caso, los beneficios propios de la presente estrategia metodológica, se han visto complementados al incluir dicha visión digital. Por lo tanto, se considera de interés el hecho de diseñar, implementar e investigar propuestas similares como la descrita.

Viral Constructions of Space and Content Knowledge: What Teachers Need to Know

Digital spatial processes have been widely explored and investigated in subject-specific geographic research. So far, however, this research has not been sufficiently reflected in classrooms or teacher education, and remains unconnected to notions of geographical digital literacy. Viral constructions of space – realities shaped in everyday life that are experienced and (re-)produced by students and teachers alike through social media – present an opportunity for Geography education to adapt to the digital society. This paper attempts to connect viral constructions of space, the digital society and the knowledge teachers need to include viral constructions of space in the classroom using Mishra and Koehler’s (2006) TPACK model, a well-established means for summarizing teachers’ technological, pedagogical and content knowledge for a specific topic. The paper focuses on content knowledge, identifies five sub-types of viral constructions of space, and extracts nine descriptors of teachers’ content knowledge. By focusing on content knowledge, the paper presents a starting point for future investigations of pedagogical and technological teacher knowledge as well as their intersections. It also raises awareness of viral constructions of space as both a new essential topic in the Geography classroom and a phenomenon already shaping learning environments for spatial acquisition.

Assessing the digital competence of educators in social studies: An analysis in initial teacher training using the TPACK-21 model

Fostering the digital competence of educators is a key aspect that can be addressed in initial teacher training. The TPACK model (Mishra & Koehler, 2006) can be complemented with an approach that takes the Digital Competence of Educators framework (Redecker & Punie, 2017) and 21st century competences into account. This study analysed the practical utility of this conceptual model, and the effectiveness of a teaching intervention in a university setting, during two academic years, with social studies secondary education prospective teachers. Using a quantitative approach and the TPACK-21 questionnaire (Valtonen et al., 2017), the study examined the starting point and evolution of the participants. Results indicate the adequacy of the framework and instrument used and favourable progress towards competence after the assessment of seven factors. Although pre-service teachers showed a low degree of confidence regarding their capabilities of integrating technological with pedagogical and content knowledge, especially in three of the components, this obstacle was overcome after the intervention. It is possible to conclude that the pedagogical and conceptual orientation of the teaching proposal has shown a positive effect, evidencing the effectiveness of a comprehensive approach capable of adapting to the specificity and challenges of social studies education.

برنامج مقترح قائم على نموذج TPACK باستخدام منصة جوجل التعليمية لتنمية کفاءات التيباک والتصور حول دمج التکنولوجيا في التدريس لدي الطالبات معلمات الرياضيات

هدف البحث إلى إعداد برنامج مقترح لتنمية الکفاءات التدريسية القائمة على أبعاد نموذج تيباک للطالبات معلمات الرياضيات باستخدام منصة جوجل التعليمية (Google Classroom) وتنمية تصوراتهن حول دمج التکنولوجيا في التدريس، واعتمد البحث على المنهج الوصفي لتحديد مستوي تمکن الطالبات من کفاءات التيباک من خلال تصميم مقياس کفاءات التيباک وتطبيقه على عينة قوامها (22) طالبة معلمة للرياضيات بکلية التربية بالزلفي جامعة المجمعة بالمملکة العربية السعودية، وأظهرت النتائج تدني نسبة توافر کفاءات التيباک (66.1%) دون مستوي 80% لدي الطالبات، کما استخدمت الباحثة المنهج شبه التجريبي بتصميم تجريبي ذو مجموعة واحدة لتصميم برنامج مقترح قائم على أبعاد نموذج تيباک، ولقياس فاعلية البرنامج المقترح تم إعداد اختبار تحصيلي لقياس الجوانب المعرفية المرتبطة بکفاءات التيباک وبطاقة ملاحظة لقياس الأداء التدريسي لکفاءات التيباک ومقياس لقياس تصورات الطالبات المعلمات حول دمج التکنولوجيا في تدريس الرياضيات، وتوصلت نتائج البحث إلى وجود فروق دالة إحصائيا عند مستوي دلالة (0.01) بين متوسط درجات مجموعة البحث في کلا من الجوانب المعرفية والأداء التدريسي لکفاءات التيباک والتصور حول دمج التکنولوجيا في تدريس الرياضيات بين التطبيقين القبلي والبعدي لصالح التطبيق البعدي، وأن البرنامج المقترح يتصف بفاعلية کبيرة في تنمية کفاءات التيباک والتصور حول دمج التکنولوجيا في تدريس الرياضيات لدي الطالبات مجموعة البحث، وأوصي البحث بأهمية تدريب الطالبات المعلمات على کفاءات التيباک لإعدادهم للتدريس الفعال في القرن الحادي والعشرين، وکذلک أهمية توظيف المنصات التعليمية للتدريس للطالبات بالمرحلة الجامعية لما لها من العديد من المميزات التربوية. This research aimed to investigate the effectiveness of a proposed program based on developing TPACK model Competencies using Educational Google Classroom platform for pre-service math teachers and developing their use of technology in teaching perceptions. The descriptive method was adapted to determine the level of TPACK Competencies, by designing the TPACK Competency Scale, it was applied to a sample comprised 22 pre-service math teachers in College of Education- Zulfi, Majmaa University in Saudi Arabia. Results indicated that the participants have a low level of TPACK Competencies (66.1%) didn’t reach the cut-off score (80%). In light of the results the researcher design a proposed program to develop TPACK Competencies. A semi-experimental design of one group was adopted. The research tools are cognitive aspects associated with the TPACK competencies test, TPACK Competencies observation card and use of technology in teaching perceptions scale. The data analysis reveals that there was a significant difference at (0.01) between mean scores in the pre and post-application of TPACK Competencies test, TPACK Competencies observation and use of technology in teaching perceptions scale in favor of the post-application. The proposed program has big effectiveness in developing each of TPACK Competencies and using technology in teaching perceptions, research recommended the importance of training pre-service math teachers in TPACK competencies to prepare them for effective teaching in the 21st century, as well as the importance of employing educational platforms for training pre-service teachers because of its many educational advantages.

An Overview of the Integration of Technological Knowledge in the Formation of Science teachers

Knowing how to train science teachers in the information society is a challenging need. To study how technologies are mobilized and integrated into educational practice, the theoretical framework of Technological Knowledge, Pedagogical Content, better known as TPACK, was used. Therefore, this document is a systematic review of the literature of articles in the CAPES / MEC (Brazil) databases of 2006-2018 on the use of the TPACK theoretical framework. The objective of this work was to identify how the TPACK framework is studied in the publications on the training of science teachers, observing the research approach to create an overview of the contributions in the use of TPACK. The methodological procedures proposed by Sampaio and Mancini (2007) were used to review the articles. The main research trends involved studies on the confidence in the instruments to evaluate the dimensions of knowledge in the theoretical TPACK model, the barriers to the development of TPACK and the nature of TPACK. The results allowed to enumerate similarities and differences between the trends of methodological approach and research, as well as to identify the gaps on the use of the TPACK model in important areas such as physics teaching and teacher training.

An investigation of pre-service English teachers’ level of technopedagogical content knowledge

The aim of this study is to identify pre-service English teachers’ technopedagogic content knowledge competence levels. The Technological Pedagogical Content Knowledge Model (TPACK) is unique in comparison to other technology-based models in that it incorporates content knowledge as well in addition to technological competences. The participants of this study are 182 pre-service English teachers studying at two state universities in Istanbul and Sakarya, Turkey. The data is collected through Technological Pedagogical Content Knowledge Scale (TPACK-Deep) developed by KabakA§A± Yurdakul, OdabaAŸA±, KA±lA±A§er, A‡oklar, Birinci and Kurt (2012). The data is analysed through SPSS and the variables grade, gender, daily amount of time spent on the internet and social media are considered in addition to identifying participants’ competence levels. The findings demonstrate that the participants have a high level of TPACK model in general and also in the three dimensions except for merely the Ethics dimension in which they have a medium level of competence. Out of the variables, none of them have a significant effect in the TPACK model in a general, but gender and daily amount of time spent on the internet are observed to have a significant effect on the Design dimension. The analysis offers insights into pre-service teachers’ competence into technology use, content knowledge, pedagogical knowledge and their integration. The findings of this study are expected to contribute to pre-service teacher training and the successful integration of technology into content knowledge for pedagogic purposes.

University Students as Co-creators in Designing Gamification Teaching Activities using Emergent Technologies in Swedish K-12 Education

This paper reports on a study exploring the use of university students as co-creators when designing activities for an emergent teaching practice such as gamification, using emergent technologies in a Swedish K-12 education context. More specifically, the aim was to empirically explore and develop knowledge about the process ofdesigning for gamification teaching in K-12 education, to develop gamification teaching design principles and, in addition, to study how emergent technologies could be used in this context. Four sub-studies were conducted between 2014 and 2018 which included four groups of university students as co-creators in the teaching designs. The empirical material is based on observations from the field test in which school students tested university student designs. Post interviews were conducted with participating school teachers and university students. In addition, university student written reports were included. Findings illustrate four themes; 1) The design process of the gamification teaching activities, 2)Thegamification teaching design principles developed, 3) The school students’ experiences of the gamification designs and4) Designing gamification teaching activities – a complex process. Findings show that designing for gamification teaching designs using emergent technologies is quite a complex process.This complexity concerns, among other things, the puzzle of combining the different knowledge domainsinto the TPACK Model (i.e. technological knowledge, pedagogical knowledge, content knowledge) in an emergent teaching practice (gamification) with the use of emergent technologies. The co-creation process and the move between these knowledge domain areas could maximize the effect of achieving a pedagogical balance concerning what school students perceive as funwithout sacrificing focus on their knowledge acquisition and learning processes.

Uso de las TIC en el aula como recursos de apoyo.

Este trabajo reúne y sistematiza una diversidad de posibilidades de aplicación de las TIC en el aula, experiencias escolares sobre el uso de recursos educativos digitales. El impacto en la vida cotidiana, propiciado por el desarrollo tecnológico y de sistemas informáticos, ha desembocado en un replanteamiento de las metodologías de enseñanza-aprendizaje en las aulas, debido a la incorporación de las TIC y las TAC, integrados en modelos TPACK, implicando recursos educativos digitales como complementos. Fomentando el desarrollo de la competencia de docentes y alumnos.

Teacher Educators' Use of Digital Tools and Needs for Digital Competence in Higher Education

Based on a study at two Swedish universities, this article aimed to identify teacher educators' use of digital tools and subsequent need for digital competence in higher education. Methodically, a digital survey was distributed via e-mail to 405 teacher educators representing two faculties at the two universities; in total, 105 teacher educators responded. The survey included 16 questions, with closed- and open-ended varieties. Two theoretical foundations were used: the TPACK model and, as a complement, computer self-efficacy. Through analysis of self-reported use, competence, and need for professional training in digitalization in teaching, results show that teacher educators do not use digital tools primarily for pedagogical purposes. Thus, they need extensive pedagogical support in creating digital teaching. Further, teacher educators need to identify the pedagogical surplus value in their own teaching and learning context with digital tools to increase motivation for concrete, effective, and subject-oriented successful examples as presented by experienced teachers.

TPACK: Time to be Considered in Teaching Reading

Since technology use is commendable, TPACK (Content, Pedagogy and Technology) model exemplifies its best practices in the classroom. This study, therefore, investigates to what extent can TPACK Model improve Jordanians EFL (English as a Foreign Language) students’ performance in reading skill. The research followed a quasi-experimental design. The participants of the study were 66 intermediate male students from Akef Alfayez Secondary School in Amman who were distributed randomly into two intact groups: An experimental and a control group. Students in the experimental group received reading comprehension instruction by a TPACK Model trained teacher, while the students in the control group were taught by using the conventional method. The instruments used in this study were pre-test and post-test along with the developed TPACK instructional program. The results revealed positive effect of using technology in enhancing EFL learners’ reading skills. Therefore, incorporating technology in EFL education needs to be considered as an effective learning tool that can boost students’ level in all language skills, particularly reading comprehension, the focus of this study. https://doi.org/10.26803/ijlter.18.6.5

El conocimiento didáctico-tecnológico del contenido (CDTC) en docentes universitarios. Imágenes y modos de expresión en las prácticas áulicas

<p>Presentamos resultados preliminares en el marco del proyecto de investigación: “La construcción del conocimiento didáctico del contenido en profesores experimentados y principiantes de la Universidad Nacional del Nordeste. Estudio de casos múltiples”; específicamente en torno a las visiones que del Conocimiento Didáctico Tecnológico del Contenido sustentan profesores/as y sus modos complejos de manifestarse en las prácticas de asignaturas de Profesorados y Licenciaturas de la Facultad de Humanidades. En esta oportunidad, ubicamos el análisis en las imágenes acerca del uso de las tecnologías en la enseñanza y su incorporación efectiva a un ciclo didáctico concreto. La propuesta teórica que asumimos es el Modelo CDTC (“Conocimiento Didáctico Tecnológico del Contenido”). Adoptamos como estrategia metodológica al estudio de casos múltiples, para su construcción empleamos la revisión y análisis de documentos profesionales (CV y planificaciones), entrevistas semi estructuradas y observación no participante de Clases. Los casos están constituidos por docentes de tres (3) asignaturas. El predominio de uso de las tecnologías asimilativas (apoyo a la exposición), da cuenta de una cultura profesional que aún no ha logrado internalizar el modelo CDTC en la unidad académica.</p>

Dimensions of digital literacy based on five models of development / Dimensiones de la alfabetización digital a partir de cinco modelos de desarrollo

Digital literacy has been an emerging and increasing priority in many governments’ educational and assessment policies since the first decade of the twenty-first century because it is a priority in citizenship training. The difficulty with understanding and developing it comes from its changing, transversal and flexible nature; for this reason, the fundamental objective of this research is to offer an exhaustive study of the concept by analysing the main models of digital literacy in the international context in order to offer a holistic model that incorporates the contributions from all of these initiatives. The theoretical study presented herein provides an objective, rigorous perspective on the main models of development of digital literacy: the DIGCOMP Project (European Commission), the Krumsvik model (Norway), the TPACK model (USA), the JISC model (UK), the ISTE Standards (USA) and the P21 model (USA). The conclusion offers an innovative proposal of four dimensions that should define digital literacy today, taking into account the five initiatives studied, which could be very worthwhile for researchers, educators and policymakers.

Modelo TPACK: ¿Medio para innovar el proceso educativo considerando la ciencia de datos y el aprendizaje automático?

<div class="page" title="Page 1"><div class="layoutArea"><div class="column"><p><strong>Objetivo - </strong><span>analizar el diseño y uso de la Aplicación Web Sobre la Probabilidad Condicional (AWSPC) </span><span>en el proceso educativo considerando el modelo Technological Pedagogical Content Knowledge (TPACK)</span><span>, la ciencia de datos y el aprendizaje automático.</span></p><p><strong>Método - </strong><span>se realizó una investigacion mixta para evaluar el impacto de la AWSPC </span><span>en el campo de la estadística. La muestra está compuesta por 61 alumnos que cursaron la asignatura: Instrumentación Estadística para los Negocios, durante el ciclo escolar 2018. </span></p><p><strong>Resultados - </strong><span>los resultados del aprendizaje automático (50%, 60% y 70% de entrenamiento) permiten afirmar que la aplicación </span><span>awspc </span><span>mejora el proceso de enseñanza-aprendizaje. Por otro lado, la ciencia de datos establece diversos modelos predictivos sobre el uso de la aplicación AWSPC</span><span> </span><span>en el campo educativo (técnica árbol de decisión).</span></p><p><strong>Limitaciones - </strong><span>la aplicación AWSPC </span><span>presenta la simulación de la probabilidad condicional y de intersección sobre el suministro de piezas. Los contenidos de esta herramienta tecnológica se encuentran en español, por lo que para futuras investigaciones se pueden diseñar y construir sistemas web educativos que presenten los contenidos en diferentes idiomas y se utilice diversos ejercicios durante las simulaciones. Por ejemplo, el uso de la inteligencia artificial en el contexto educativo permitiría la personalización de los temas. </span></p><p><strong>Principales hallazgos - </strong><span>el modelo TPACK </span><span>permite la construcción de nuevas herramientas digitales como la aplicación AWSPC </span><span>por medio de los conocimientos tecnológico, pedagógico y disciplinar. Se recomienda el uso del modelo TPACK </span><span>en los diferentes niveles educativos para mejorar las condiciones de enseñanza-aprendizaje. </span></p></div></div></div>