An E-Learning Adaptive System for Teaching Teachers How to Teach with Technology: A Perspective from Technological Pedagogical Content Knowledge (original) (raw)
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Computers & Education, 2009
In this paper, several issues regarding the epistemology of technological pedagogical content knowledge (TPCK) are first raised for the purpose of clarifying the construct. Specifically, the transformative and integrative views are juxtaposed for exploring the epistemology of TPCK, and, at the end, the transformative view is adopted concluding that TPCK is a unique body of knowledge that is constructed from the interaction of its individual contributing knowledge bases. Then, ICT-TPCK is introduced as a strand of TPCK, and is described as the ways knowledge about tools and their affordances, pedagogy, content, learners, and context are synthesized into an understanding of how particular topics that are difficult to be understood by learners or difficult to be represented by teachers can be transformed and taught more effectively with technology in ways that signify its added value. One model for the development and another for the assessment of ICT-TPCK are then discussed. Technology Mapping is proposed as a situative methodology for the development of ICT-TPCK, and three forms of assessment, namely, expert assessment, peer assessment, and self-assessment are proposed for assessing teachers' competencies to teach with technology. The paper also reports on the empirical findings of a study that was undertaken to investigate the impact of the proposed models on student learning within the context of two design tasks in a pre-service primary teacher education course. Repeated measures within-subject effects were tested and the results indicated that ICT-TPCK competency significantly improved over the course of a semester. The results of this study clearly show that the theoretical models proposed herein can positively impact the development of ICT-TPCK. Lastly, these results can be used as baseline data in future studies that may be conducted to further validate or improve the proposed models in different contexts.
Technological Pedagogical Content Knowledge in teacher education: In search of a new curriculum
The aim of this study was to explore the ways in which teacher education institutions prepare pre-service teachers for integrating ICT in their classroom practice. Specifically, a multiple case study was conducted to examine the ways in which the development of Technological Pedagogical Content Knowledge (TPACK) was promoted in the existing curriculum of three teacher education institutions in Flanders. In the three cases, data were drawn from semi-structured interviews with the heads of the department and the ICT coordinators. Focus group discussions collected the perspectives of pre-service teachers and teacher educators. The results indicate that 1) the three institutions are moving from ICT as a “stand-alone” course towards embedding ICT across the curriculum and 2) three approaches were adopted for developing pre-service teachers’ TPACK, each representing different ways of understanding the place of ICT in the curriculum. The discussion will focus on the challenges and opportunities inherent in understanding how to develop pre-service teachers’ TPACK in the curriculum of teacher education institutions.""""
In this paper, several issues regarding the epistemology of technological pedagogical content knowledge (TPCK) are first raised for the purpose of clarifying the construct. Specifically, the transformative and integrative views are juxtaposed for exploring the epistemology of TPCK, and, at the end, the transformative view is adopted concluding that TPCK is a unique body of knowledge that is constructed from the interaction of its individual contributing knowledge bases. Then, ICT-TPCK is introduced as a strand of TPCK, and is described as the ways knowledge about tools and their affordances, pedagogy, content, learners, and context are synthesized into an understanding of how particular topics that are difficult to be understood by learners or difficult to be represented by teachers can be transformed and taught more effectively with technology in ways that signify its added value. One model for the development and another for the assessment of ICT-TPCK are then discussed. Technology Mapping is proposed as a situative methodology for the development of ICT-TPCK, and three forms of assessment, namely, expert assessment, peer assessment, and self-assessment are proposed for assessing teachers' competencies to teach with technology. The paper also reports on the empirical findings of a study that was undertaken to investigate the impact of the proposed models on student learning within the context of two design tasks in a pre-service primary teacher education course. Repeated measures within-subject effects were tested and the results indicated that ICT-TPCK competency significantly improved over the course of a semester. The results of this study clearly show that the theoretical models proposed herein can positively impact the development of ICT-TPCK. Lastly, these results can be used as baseline data in future studies that may be conducted to further validate or improve the proposed models in different contexts.
The study examined the challenges in implementation of the Technological Pedagogical Content Knowledge (TPCK) as a basis for 21st century learning and skills acquisition. The TPCK advocates for adequate balance of content knowledge with pedagogy and technology. The study sampled one hundred and twenty (120) teacher trainers whose status was senior lecturers and above in three Colleges of Education in Oyo State, Nigeria to determine the problems of achieving TPCK in teacher education. An open ended questionnaire which contained fifteen (15) statements on 4-point Likert scale was used as the only instrument. This allowed the teacher trainers to freely express their opinions on the issues related to the implementation of TPCK in the teacher education in Nigeria. The responses of the sampled teacher trainers were analysed using simple percentage. The finding indicated that inadequacy in teacher preparation, teachers' knowledge of application of technology, inadequate technological facilities, mode of recruitment of teacher trainers, lack of teacher motivation and irregular in-service training for the teacher trainers plague the implementation of TPCK in Nigeria teacher education system. The study recommends adequate knowledge and application of technological pedagogical content knowledge in teacher preparation, recruitment of teacher trainers, teacher motivation through prompt payment salary, adequate provision of technological facilities and regular in-service training. The study also suggested learning strategies that could be employed in teacher education to foster digital literacy, critical thinking, problem solving and collaboration Keywords: Teacher education, pedagogical content knowledge, technological pedagogical content knowledge, 21 st century learning and skills.
Integrating Technology into Instructional Practices Focusing on Teacher Knowledge
Procedia-Social and Behavioral Sciences, 2012
The research presented in this article addresses the issue of teacher training in technology and professional development, specifically in the scenario of an innovative project Cl@sses 2.0 Action promoted by the Italian Ministry of Education. Based on the TPACK theoretical model and LAT-Learning Activity Types (Harris & Hofer, 2009), the research inquires into the level of TPACK development in a group of in-service teachers participating on a voluntary basis in order to find suitable ways to guide them in the integration of technology into their educational practices. The research involves , and the relations among these areas; 2) an application of such knowledge through the design of teaching units. In the former case, an adaptation of the questionnaire elaborated by Shmidt and Colleagues (2009) was administered to 11 class councils (110 lower secondary school teachers). In the latter case, following the approach of Hofer and Harris (2010) with some adaptations, a planning grid was proposed for the same subjects, but a feedback of only 2 full class councils (22 teachers) was received. The research findings , r training as a whole and not only in their technological competency is suggested.
Techno-Pedagogical Skills of Teacher Educators with Special Reference to E-Learning
International Journal for Research in Applied Science & Engineering Technology (IJRASET), 2022
The art of teaching is the art of assisting discovery."-Mark Van Doren The term "techno-pedagogy skills" refers to the ability to use technology for pedagogical purposes as well as the ability to integrate technology into the classroom. It is a mixed or hybrid teaching method in which electronic resources or information and communication technology (ICT) are used in the learning process. These skills guide the teaching experience in an effective manner. Technical teaching skills are very much necessary for making the teaching process an enjoyable experience as it will significantly change the teacher's mode of interaction. While technical pedagogy is a boon in the teaching process, and circumstances such as the pandemic have increased the value or importance of these skills as virtual classes replace face-to-face classes, but the truth is that due to lack of knowledge about technical teaching skills, teachers are not using these skills correctly. There are so many reasons which are responsible for this condition. But in the present scenario the knowledge of teachers regarding techno-pedagogical knowledge demands focused attention as it is one of the basic or primary necessities in practicing the skills. This paper presents about the importance of techno-pedagogical skills of Teacher Educators with reference to elearning.
Knowledge in …, 2011
This paper challenges the assumptions that have informed the design of teacher education programs which have focused on the development of content knowledge and pedagogical knowledge. It remains elusive to convince some teacher educators and teacher education authorities that teacher education programs designed using pedagogical content knowledge (PCK) is no longer adequate in the 21st Century. The authors argue that the conceptualisation of technological pedagogical content knowledge (TPCK) and now referred to as TPACK : AACTE, 2008 is both appropriate and essential to inform teacher education. Through a summary of a 2009 TPACK audit of final year teacher education students, this paper demonstrates the need for a stronger emphasis in programs to develop the TPACK confidence of future teachers.
2008
Pedagogical content knowledge (PCK) is essential to career development for teachers. Teachers can develop their own PCK by research-based activities such as action research and lesson study, with a particular emphasis on the employment of classroom practice, information technology, and collaborative learning. However, in recent studies, most of the models for enhancing teachers' PCK focus on individual teachers or teacher groups, and there is less chance of receiving support from the school leadership and institutional resources. This study proposes a development model for PCK known as the 3C-model and implements a support system for it, known as EDUPLAN. The model engages teachers in collaboratively constructing and sharing a knowledge-base of lesson plans with the involvement of different levels of school members for their school's curriculum. Through the process of school-based curriculum development, the model was found to increase teacher PCK and collaboration. Finally,...