Analyzing Teachers' Technological Pedagogical And Content Knowledge (original) (raw)
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PARADIGMA, 2023
The aim of this research is to analyze the Technological Pedagogical Content Knowledge (TPCK) of teachers of Mathematics and Language and Literature subjects in a secondary school in Nicaragua, specifically in the three dimensions of this theoretical model: Pedagogical Content Knowledge (PCK), Technological Content Knowledge (TCK) and Technological Pedagogical Knowledge (TPK). The study was developed under a comparative descriptive approach, with the participation of 11 teachers (5 Mathematics teachers and 6 Language and Literature teachers). For the data collection, an online questionnaire was applied to the teachers and analyzed through comparative tables of the three dimensions of the TPCK. The results indicate that there is more evidence of Technological Pedagogical Content Knowledge in Mathematics teachers than in Language and Literature teachers. It is concluded that there is a need to support teachers in both disciplines in specific areas of the TPCK to improve their skills.
Technological Pedagogical Content Knowledge Analysis
Numerical: Jurnal Matematika dan Pendidikan Matematika
The ability to understand content and pedagogical knowledge are two non-negotiable things that must be mastered by teachers. In today's digital era, teachers are required to understand and be adaptive to the use of technology, so that knowledge of content, pedagogy, and technology becomes an important point of teacher knowledge today. This study purposes to analyze the ability of students' technology pedagogic content knowledge of prospective mathematics teachers by using qualitative descriptive methods. The research subjects are prospective students of mathematics teachers at universities in Bandung Indonesia who are researching the final project of scientific work in junior high school. The research instruments were questionnaires, observations and interview formats. The data analysis activity include: data collection, reduction, presentation and verification. The document analysis includes the learning process, lesson plans, implementation of learning, The use of informat...
INTRODUCTION TO SPECIAL ISSUE: TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE
Researchers during the last years initiated systematic research efforts for the purpose of developing theory and models to ground research in the area of teacher cognition about technology integration ). Particularly, they advocated that teachers need to develop a new body of knowledge, namely, technological pedagogical content knowledge (TPCK). TPCK constitutes an enrichment to pedagogical content knowledge (PCK), and is conceptualized as a body of knowledge that results from the interaction among different teacher knowledge bases, such as, knowledge about subject matter, pedagogy, learners, context, and technology. Studies on TPCK or TPACK-a term proposed in 2007 that could be more easily spoken and remembered than TPCK-are worthy of consideration and critical examination from the research community at large, as they reflect a new direction in understanding the complex interactions among content, pedagogy, learners, context, and technology.
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...
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 – A review of the literature
Technological Pedagogical Content Knowledge (TPACK) has been introduced as a conceptual framework for the knowledge base teachers need to effectively teach with technology. The framework stems from the notion that technology integration in a specific educational context benefits from a careful alignment of content, pedagogy and the potential of technology, and that teachers who want to integrate technology in their teaching practice therefore need to be com- petent in all three domains. This study is a systematic literature review about TPACK of 55 peer-reviewed journal articles (and one book chapter), published between 2005 and 2011. The purpose of the review was to investigate the theoretical basis and the practical use of TPACK. Findings showed different understandings of TPACK and of technological knowledge. Impli- cations of these different views impacted the way TPACK was measured. Notions about TPACK in subject domains were hardly found in the studies selected for this review. Teacher knowledge (TPACK) and beliefs about pedagogy and technology are intertwined. Both deter- mine whether a teacher decides to teach with technology. Active involvement in (re)design and enactment of technology-enhanced lessons was found as a promising strategy for the develop- ment of TPACK in (student-)teachers. Future directions for research are discussed.
Technological pedagogical content knowledge: Exploring new perspectives
Australasian Journal of Educational Technology, 2023
Recognising the challenges involved in understanding the knowledge that teachers need to develop to use technology in their teaching dynamics, we examined the prior research that has not clearly revealed strategic changes for teacher preparation in the digital age. The goal was to expand on the current understandings of the nature of technological pedagogical content knowledge (TPCK/TPACK) and provide a launchpad for future research by teacher educators as they contemplate revisions in the education of teachers to better prepare them for teaching in the digital age. To do so, we conducted qualitative metasynthesis research. Within this context, we identified interpretations and comprehensions that pushed us forward in defence of new perspectives on the nature of this knowledge, regarding the comprehension of TPCK/TPACK as a transformative and homogenous knowledge; TPCK/TPACK's levels of development, including a new first level; and the need for and challenges of redesigning teacher education.
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.
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.
School Teachers’ Perspective on Technology-pedagogy Content Knowledge
JOURNAL OF TEACHER EDUCATION AND RESEARCH
The unprecedented times forced institutions to adopt online teaching-learning and evaluation mechanisms. All stakeholders, right from top-level ministers, planners, administrators, faculty members, and students, were unprepared for the said changes (Kapasia et al., 2020) and struggled at various fronts through it. Undeniably the sudden shift to remote learning has been challenging and has opened up many avenues and opportunities. To Understand and explore the opportunities, several online studies have been conducted in this short span comprehending the effectiveness and impact of online teaching (Shenoy et al., 2020; Ariawan and Malang, 2020). Many studies are supportive of the pedagogical shift and vouch for its potential. This pedagogical shift cannot be justified as most students, faculty members, and institutional administration lacked prior experience effectively handling online teaching-learning. This paper shall analyze schoolteachers’ views on the pedagogical shift during CO...