Initiation of a professional development program for science instructional leaders within the technological pedagogical content knowledge (TPACK) framework (original) (raw)
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Professional Development Using TH e Technological Pedagogical Content Knowledge ( Tpack ) Framework
2014
The knowledge base for teaching was considered to b e the pedagogical content knowledge (PCK) conceptualized in the mid-1980s. Bu t with the advent of modern technologies, information and communication technologies (ICTs) a re becoming part of the day-to-day life of teachers and students. It was thus argued in the mi d-2000s that the knowledge base for teaching in the 21 century is the technological pedagogical content k nowledge (TPCK/TPACK). As such TPACK is not a professional development model; rath er it is a framework for teacher knowledge. We have thus developed and validated an ICT-enhanced teacher development (ICTeTD) model and the corresponding standards and teacher training modules based on the TPACK framework. This paper demonstrates this innov ative model with examples from Chemistry. [AJCE 4(3), Special Issue, May 2014] AJCE, 2014, 4(3), Special Issue (Part II) ISSN 2227-5835 3 INTRODUCTION The development of ICTs in teacher education instit utions has been one of the k...
Development of a TPACK-Based Professional Development Framework for the New Normal in Education
International Journal of Information and Education Technology
The role of technology in the delivery of education in this time of pandemic help teachers in the delivery of lessons and student learning. This study examined the competence on online technological pedagogical content knowledge (TPACK) of a sample of faculty members and their online teaching attitude and ability and develop a professional development framework for teachers under the new normal in education. This quantitative research used a questionnaire to collect data from 501 faculty members from Batangas State University as respondents. Findings indicate that pedagogical knowledge, technological knowledge and technological content knowledge are the predictors of faculty members. Online attitude and ability were also considered very important by most faculty members. Thus, a professional development framework in the new normal based on technological pedagogical content knowledge of teachers was prepared.
Professional Development for Elementary Teachers Using TPACK
Teacher preparation for the 21st century deserves a front-end approach to addressing the use of technology in the learning environment. To study the effect of instructing with technology, pedagogy, and content knowledge (TPACK), teachers were asked to apply pedagogical, mathematical, and cognitive fidelity to technology used in an instructional unit they were designing. Initial results indicated that teachers were conflicted by a conceptual approach to technology use. Through clarifying and defining pedagogy, mathematics, and cognitive fidelity within the TPACK framework, teachers became more aware of the misuse of instructional technology, what attributes of technology lead to conceptual development, and integration of meaningful technology into instructional units. TPACK, with fidelity carefully defined, creates a research-based model by adding the qualifying features needed to maximize the potential of technology in the classroom. The purpose of this study is to look at the knowl...
The study was conducted in the five congressional districts of Camarines Sur to develop a TPACKbased instructional program as a response to the changing educational landscape. Its specific objectives were to (1) describe the profile of elementary teachers; (2) identify the educational tools and applications being utilized by elementary teachers; (3) identify the extent of utilization of the instructional gadgets and educational tools and applications; (4) determine the level of awareness on technological, pedagogical, and content knowledge (TPACK); (5) determine if there is a significant relationship between the teachers' profile and level of awareness on TPACK; (6) determine if there is a significant relationship between the teachers' profile and the extent of utilization of educational tools and applications; (7) determine if there is significant difference between the level of awareness on TPACK and the extent of utilization of educational tools and applications; (8) identify the gains and challenges met by elementary teachers in the use of educational tools and application; and (9) propose a TPACK-based instructional program as a response to the changing educational landscape. It employed mixed methods of research. A total of 224 from all school categories comprised the respondents of the study. It employed cluster-stratified random sampling that determined the total number of respondents. The following findings were obtained: (1) most (58%) of the teacher-respondents are young adults, 87.90% are female, 69.20% are married, and mostly belong to the lower-middle class (with an income is ₱23,000-₱25,999), and the most frequently (50.9%) used internet connectivity is the wired internet. Further revealed that the majority (51.30%) of the respondents are Teacher I, 32.60% are in the service for the range of 6-10 years, 72.30% are bachelor's degree graduates, and 44.60% have attended 5 or more training related to educational tools and applications. (2) The common instructional gadgets being used in the teaching and learning instruction are laptops (90.63%), Facebook Messenger (96.88%) is the most available for the respondents, MS Word (79.02%) found to be of great use, and for the teacher-made tools and applications, most (85.27%) of the respondents prepare printed worksheets. (3) Teachers use laptops, Facebook-related applications, and MS Word. They were able to create an e-copy of modules, printed worksheets, and printed tests. (4) In addition, teacher-respondents strongly agree, or they are highly aware and have comprehensive knowledge on teaching lessons that appropriately combine the learning areas they handle, technologies, and teaching approaches. (5) Personal and professional profile of teachers is not significant to the level of awareness on TPACK that led to the acceptance of the null hypothesis. (6) Moreover, there is a significant relationship in the teachers' profile with the utilization of educational tools and applications. (7) There is a significant difference between the level of awareness of TPACK and the extent of utilization of educational tools and applications. (8) Teachers can easily access and utilize materials using technologies in teaching and learning instruction. While considered the major challenge, mastery, management, and comprehensive training on the use of technology tools are limited. Teachers need to invest time in learning the technology through continuous development. With the findings, an implementation of a TPACK-based instructional program in schools, districts, or divisions to capacitate teachers in the integration of technology in the current educational landscape is highly recommended.
Research in Science & Technological Education, 2018
Background: Professional leartning communities are increasingly recognized for their significance in building teachers' competencies for educational reform. However, the knowledge development cycle of technological pedagogical content knowledge (TPACK) through multiple professional learning communities is not well researched. Purpose: This qualitative case study investigates a primary science teacher's TPACK development in the context of two interdependent learning spaces: a joint-school and a within-school professional learning community. The school's organizational and sociocultural influences on teacher learning are also examined. Participant: Teacher Sean (pseudonym) embarked on a science innovation project after two years of teaching in a Singapore mainstream school. He was tasked to integrate mobile-based inquiry learning and visible thinking pedagogical approaches, and to pilot the designed lessons for a primary three class. Design and methods: A case-study approach involving multiple sources of data with cultural historical activity theory as the analytical lens was employed, to unpack the complementary and contradictory interactions across different interrelated activity systems. The purpose was to understand the (mis)alignments within and between the two professional learning communities. Results: The findings indicate that Sean's (subject) learning from the joint-school professional learning community to the withinschool professional learning community faced multiple tensions that hindered his TPACK development (object). He faced difficulty in manipulating tools (technology and visible thinking routines) to translate the joint-school co-designed lessons into classroom implementation. Additionally, the volatility of the school's organizational routines (rules) and the lack of communicative leaderteacher partnership (division of labor) did not afford sufficient infrastructure or instructional support. Conclusions: Interactions between the teacher's personal and contextual factors inhibited the designed TPACK from being implemented successfully. For ambitious pedagogical undertakings as illustrated in this case, more perceptive and synergistic organizational design thinking is needed to support beginning teachers' TPACK development.
Computers & Education, 55(3), 1259-1269 , 2010
This paper reports on the design and the implementation of the Technological Pedagogical Science Knowledge (TPASK), a new model for science teachers professional development built on an integrated framework determined by the Technological Pedagogical Content Knowledge (TPACK) model and the authentic learning approach. The TPASK curriculum dimensions and the related course sessions are also elaborated and applied in the context of a teacher trainers' preparation program aiming at ICT integration in science classroom practice. A brief description of the project, its accomplishments, and perceptions of the participants, through the lens of TPASK professional development model, are presented. This is followed by the presentation of the evaluation results on the impact of the program which demonstrates that science teachers reported meaningful TPASK knowledge and increased willingness to adopt and apply this framework in their instruction. Finally, we draw on the need to expand TPACK by incorporating a fourth dimension, the Educational Context within Pedagogy, Content and Technology mutually interact, in order to address future policy models concerning teacher preparation to integrate ICT in education.
International journal of research and innovation in social science, 2022
TPACK is a dynamic and transactional relationship between content, pedagogy, and technology. It is vital for good teaching with technology to understand the mutual relationship between the three components taken together to create suitable, context-specific, strategies and representations. The purpose of the study is to evaluate the level of technology pedagogy and content knowledge of pre-service science teachers. The respondents were the 428 pre-service science teachers from the different higher education institutions in Caraga Region. Results showed that the overall mean score of the level of technology pedagogy and content knowledge (TPACK) of the pre-service science teachers was low (4.11). Moreover, technological knowledge (TK) obtained the highest mean score of 5.19 while technological pedagogical and content knowledge (TPACK) was the lowest (3.18). It implied that the pre-service science teachers have insufficient training and practice to include technology in their instructions. Further, there are two (2) models that predict the TPACK of the pre-service science teachers namely: (Model 1) TPACK = f(TK) and (Model 2) TPACK = f(TK + PCK). TK influenced the TPACK in model 1 while TK and PCK influenced the TPACK in model 2. TK and PCK showed a positive relationship to TPACK. Hence, to have an effective network between technology, pedagogy, and content in teacher education programs, it is hereby recommended the inclusion of professional development in the curriculum of the preservice teachers through the conduct of capability training and hands-on exposure to acquiring additional knowledge in integrating technology in the classroom instructions within their content areas.
This study examined the initial learning trajectories of 13 upper elementary teachers as they developed technological, pedagogical, and content knowledge (TPACK) while participating in a 7-month professional development program focused on integrating technology into their classroom practice.The program was collaborative and non-prescriptive: teachers worked on self-chosen summer projects with flexible support from a university-based partner. A descriptive multicase study design was employed to track teachers’ learning progressions. Data included interviews, surveys, digital artifacts, and researchers’ notes and memos. During the program, teachers developed varying degrees of TPACK. Analyses distilled six initial TPACK learning trajectories.
Teachers Learning in Technology-Ethnoscience Professional Development and Its Impact on TPACK
Jurnal Penelitian Pendidikan IPA
This study investigates teachers' learning in technology-ethnoscience professional development for 3 months and its impact on science teachers' TPACK in East Nusa Tenggara (NTT)-Indonesia. These secondary school science teachers participate in PD that focuses on communication of information technology and ethnoscience-based materials and their applications in designing and conducting classroom instruction. Five science teacher instruments (n=28) were used, i.e. TPACK test questions, lesson plan analysis rubric, teaching observation sheets, response questionnaires and interview guides. Data is collected before, during, and after program implementation which is carried out every week. Descriptive statistics and Paired Sample T-Test were used for analysis. It was found that teachers' TPACK increased after studying in the program with significant benefits. In addition, the ability to design and implement learning changes to be more oriented towards technology-ethnoscience in...
TPACK Constructs: A Sustainable Pathway for Teachers Professional Development on Technology Adoption
As numerous Information and Communication Technologies (ICTs) penetrate various facets of life, teachers are underutilising it in the teaching and learning process. With the introduction of ICTs in the Cameroon primary school curriculum, teachers have been receiving training on computer skill-base courses and yet many are unable to adopt the tool in instructional processes. To ensure that teacher training programmes effectively assist them in integrating technology in instructional processes, a study was initiated to determine additional set of skills that they need to adopt the tool in their classrooms. This study employed a quantitative survey methodology in the collection of data towards the determination of additional skills needed by primary school teachers. A total of 400 teachers were selected using the stratified random sampling technique from primary schools across all the 10 Regions of Cameroon. The data were analysed using mean and standard deviation. The findings of the survey indicated that teacher-participants reported a better mastery of content knowledge (CK), pedagogy knowledge (PK), pedagogical content knowledge (PCK) and technological content knowledge (TCK). On the other hand, they reported weaknesses in three other constructs notably: technology knowledge (TK), technological pedagogical knowledge (TPK), and technological pedagogical content knowledge (TPACK). The researcher concluded that teacher-participants performed better in the CK, PK and PCK because these constructs constitute the basis for teacher education in Cameroon. Similarly, they performed well in the TCK construct because their professional development programme is focused on fostering their computer knowledge as a standalone skill. Their poor performance in the TK, TPK and TPACK stems from the fact that the training programmes do not lay emphasis on these constructs. To provide a sustainable teacher professional development programme on technology adoption, it was therefore recommended that stakeholders involved in the sector design training packages that focus on the TPACK constructs. This will foster teachers' adoption of the tool for instructional purposes.