European Journal of Education Studies INVESTIGATING STUDENT TEACHERS' TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE (TPACK) LEVELS BASED ON SOME VARIABLES (original) (raw)
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This study investigates pre-service teachers' Technological Pedagogical Content Knowledge (TPACK) levels based on different variables. A total of 609 final year student teachers who are trained in five different subject areas (elementary teaching, social science teaching, science teaching, mathematics, and Turkish Teaching) of an education faculty participated in the study. The study was carried out in the spring semester of the 2014-2015 academic year. An adapted Turkish version of the TPACK Scale was used as the data collection instrument. The data was analyzed using SPSS 20.0 software. An independent t-test, ANOVA, Mann Whitney-U, and Kruskal Wallis Tests for non-parametric data were used for statistical analysis. The results show, in the current state, participants have good levels of TPACK. It is also found that there are meaningful relationships and significant differences between some variables such as gender, program attended, having a personal computer and Internet connection, and sub-factors of the TPACK scale. It is suggested that more practical opportunities should be facilitated for pre-service teachers at education faculties to prepare them for 21st century schools.
Technological pedagogical content knowledge (TPACK) can be viewed as a new concept for the educational technology world. However, there are many studies related to TPACK and TPACK cannot be considered out of context. Instead, researchers should have a deep understanding about how the results of a TPACK study may change due to its context. This study demonstrates the importance of context. The Survey of TPACK was utilized to identify 591 pre-service science teachers' (PSTs) TPACK levels and examine the validity and reliability of data obtained from 591 PSTs. Exploratory and confirmatory factor analyses were conducted for validity. After factor analyses a TPACK model with four factors (technological knowledge, content knowledge, knowledge of pedagogy, knowledge of teaching with technology) were obtained. There were, however, seven factors in the original form of the survey. This change was interpreted as the effect of the context, because the participants in the original survey and in this survey were different in terms of their teacher preparation programs and the opportunities that the teacher preparation programs provided for them. In addition, pre-service science teachers' TPACK levels were investigated on the basis of demographic variables (gender, owning computer, computer usage level and grade level). An important result obtained from the demographic variables is that pre-service science teachers' TPACK levels develop in direct proportion to their grade level. This finding supports the idea that experiences with technology and in teaching have a positive impact on TPACK.
An investigation of Turkish pre-service teachers’ technological, pedagogical and content knowledge
Computers, 2015
The purpose of this study is to investigate pre-service teachers’ technological, pedagogical and content knowledge (TPACK) in Turkey. By using the “Survey of Pre-service Teachers’ Knowledge of Teaching and Technology” developed by Schmidt et al. (2009), the study sought to determine if significant differences could be found in pre-service teachers’ perceptions of TPACK when examined by gender, age, educational program, year of study, kind of instruction (day or night education) and field experience. Regression analysis was also used to examine if TK, PK and CK significantly contributed to pre-service teachers’ TPACK development. Participants of this study were 491 elementary pre-service teachers who attended the summer semester at Pamukkale University. The analysis of the collected data found a significant difference in pre-service teachers’ perceptions of the TPACK when examined across gender, program, year of study and field experience, but no significant differences were found regarding age and kind of instruction. Finally, our regression model showed that CK and PK contributed significantly to pre-service teachers’ TPACK development, but TK was not a significant predictor.
2022
Technology-enabled learning (TEL) has become an indispensable part of any education system. A crucial and widely adopted theoretical framework for technology integration in teaching-learning is 'technological pedagogical content knowledge' (TPACK) (Koehler & Mishra, 2008; Angeli & Valanides, 2009; Chai et al., 2011). The present study aimed at assessing the technological pedagogical content knowledge of preservice student-teachers of the Bachelor of Education Programme, with respect to demographic and academic variables such as gender, age, habitat, academic qualification, and academic variables such as subject area, mode of study, and completion of ICT course. The survey research method was used for collecting teachers' perception of their TPACK level from a randomly selected 372 student teachers from different face-to-face and open and distance learning institutes using the TPACK,xs scale, developed by Schmid et al., (2020). Cronbach's alpha of .997 indicated high reliability of the instrument. Besides, factor analysis was done to determine the validity of the scale. The findings showed that there were statistically significant differences in different dimensions of student teachers' technological pedagogical content knowledge with respect to gender, and habitat. Student teachers' age, academic qualification, subject area, mode of study, and completion of ICT course had no relation to their TPACK perceptions. The findings have been discussed in the light of prior TPACK survey studies, policy on teacher education, and the implications for different stakeholders of teacher education programme.
This study aims to examine classroom teachers’ Technological Pedagogical and Content Knowledge (TPACK) on the basis of different variables. A total of 322 classroom teachers in the city of Trabzon participated in the study. An adapted Turkish version of the TPACK scale was used as the data collection instrument. The obtained data was analyzed using SPSS 15.0 software. Independent t-test, ANOVA and Mann Whitney U-tests were used for statistical analysis. The results indicate that there are meaningful relationships and significant differences between variables of gender, having an Internet connection and the use of an ICT lab in the school, the use of educational software and the sub-factors of the TPACK scale. It is recommended that more practical CPD (Continuous Professional Development) opportunities for classroom teachers be provided in order to exploit the pedagogical benefits of ICT in primary schools.
Determination of Pre-service Classroom Teachers’ Technological Pedagogical Content Knowledge
Journal of Education and Training Studies, 2017
It seems to be a must for teachers and pre-service teachers to have information and skills necessary for the use of technology in education. This requires effective planning of how technology should be integrated into the teacher training curriculums of education faculties and continuous revision of this plan. In this regard, the purpose of the current study is to investigate the pre-service classroom teachers’ technological pedagogical content knowledge in relation to grade level and gender variables. The current study employing the survey model was conducted on 136 first and third year students from the Classroom Teacher Education Department of the Education Faculty at Mugla Sitki Kocman University in the fall term of 2015-2016 academic year. As a data collection tool, a 47-item, 7-factor and five-point Likert type Technological Pedagogical Content Knowledge Scale was used. The collected data were analyzed with independent samples t-test. The findings of the test revealed that the...
Jurnal Pendidikan IPA Indonesia, 2022
Understanding pre-service teachers' perceived technological pedagogical content knowledge (TPACK) is important to better prepare them for their future STEM-related careers. Thus, this study aims to examine pre-service teachers' perceptions of TPACK in relation to their age, gender, and grade level. To achieve this goal, a crosssectional survey design was used in this quantitative non-experimental research. Participants included 481 (136 male; 345 female) pre-service teachers from four public and private universities in Indonesia. A 27-item PT-TPACK Survey was used to gather data. Independent t-test, ANOVA, and Person's correlation were executed to analyze the data. The findings suggested that pre-service teachers performed the highest self-confidence level in pedagogy knowledge and the lowest in technology knowledge. They rated themselves above four on a five-point scale. No significant differences for all TPACK dimensions were found in terms of gender and age. In addition, there was a significant difference between pre-service teachers who were at the postgraduate level and those at the undergraduate level. Moreover, a high positive and significant correlation existed between all six TPACK domains. It is suggested that pre-service teacher preparation programs should facilitate pre-service STEM teachers how to integrate pedagogy, content, and technology together to create effective technology-enhanced learning in their subjects.
2018
I. Introduction Technological pedagogical content knowledge (TPACK) is the knowledge required for effective technology integration in teaching. The TPACK concept builds on Shulman's idea of pedagogical content knowledge. Koehler and Mishra (2008) observed that TPACK describes how teachers" understanding of technologies and pedagogical content knowledge interact to produce effective teaching with technology. Graham et al. (2009) claimed that TPACK is achieved when a "teacher knows how technological tools transform pedagogical strategies and content representations for teaching particular topics and how technology tools and representations impact a student's understanding of these topics". The TPACK framework has been accepted as a helpful framework for thinking about the knowledge that teachers require in order to successfully integrate technology into their classrooms (Kereluik et al., 2011).The TPCK framework acronym was renamed TPACK (pronounced "tee-pack") for the purpose of making it easier to remember and to form a more integrated whole for the three kinds of knowledge addressed: technology, pedagogy, and content (Thompson & Mishra, 2007-2008). The three major components of teacher knowledge are content knowledge (CK), pedagogical knowledge (PK), and technology knowledge (TK). There are equally important that the significant interactions between and among these three types of knowledge. These comprise pedagogical content knowledge (PCK), technological content knowledge (TCK), technological pedagogical knowledge (TPK), and technological pedagogical content knowledge (TPACK)
Psychology and Education: A Multidisciplinary Journal, 2023
This study anchored by TPACK framework and the three theories which are the self-determination theory of Ryan and Deci, the theory of constructivism and the theory of Connectivism by Seiemen and Downes. To confirm this, the researchers made a self-administered questionnaire on the extent of influence of TPACK and its influence on the respondents' academic performance. The PSTs were chosen to participate in the study using a purposive random sampling method because they were assumed to have the highest level of influence to the technology towards their academic performance. The study employed a descriptive-correlational method of the quantitative approach to determine the relationship of the two variables. The mean scores of the holistic development of students were analyzed according to the performance survey of the PSTs. The study revealed that technology did not fully influence the academic performance of the pre-service teachers. The study also revealed that there were no significant results between technologies towards the PSTs performance in academics, as the survey has been through that we've got the clear results with the use of self-administered questionnaires. On the other hand, when the respondents' performance was analyzed, it was concluded that the respondents have a greater level of their academics than utilizing technology to their school performances. Among the recommendations made was to motivate teachers to always provide opportunities where students can have good experiences and develop positive outcomes by integrating in their lessons in academics with the role of technology.