Starting Points of Pre-Service Teachers’ Technological Pedagogical Content Knowledge (Tpack) – Introducing a Proto-Tpack Model (original) (raw)
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Computers & Education, 2011
Within the field of educational technology, Technological Pedagogical Content Knowledge (TPACK) has been theorized as a seven-factor construct to describe teacher's integration of information and communication technology (ICT) in their teaching. However, this framework has yet to be successfully validated through survey instruments. This paper examines the construct validity of a TPACK survey that was contextualized for the pedagogical approaches employed in a 12-week ICT course designed with reference to the TPACK framework for Singaporean primary school pre-service teachers. Using this framework, the researchers were able to uncover five of the seven TPACK constructs which were a better model fit as compared with several extant studies of TPACK surveys. Using these results, pre and postcourse structural equation models were constructed to explain the relationships amongst the different constructs of teachers' TPACK perceptions. It was found that pedagogical knowledge had a direct impact on TPACK at the beginning of the course. As teachers made connections between their technological knowledge and pedagogical knowledge to form technological pedagogical knowledge during the course, the direct relation between pedagogical knowledge and TPACK became insignificant where as the relations between pedagogical knowledge and technological pedagogical knowledge, and technological pedagogical knowledge and TPACK were strengthened. The comparison between the pre and post-course models also revealed that the pre-service teachers' perceived relations between content knowledge and TPACK changes from insignificant to significant. The implications of these findings and suggestions to improve the construct validation of the TPACK framework are discussed in this paper.
Australasian Journal of Educational Technology
Meaningful integration of digital technology into learning and teaching is ill-structured, complex, and messy. Inherent in the complexity is the interaction between the different domains of teacher knowledge. The multifaceted problem is further compounded by the diversity of learners and technology in today's dynamic classroom contexts. Pre-service teachers often feel ill-prepared to plan for effective technology integration in their classrooms. Technological pedagogical content knowledge (TPACK) has provided educators with a theoretical framework to unpack the complexity of technology integration. It sits at the heart of three interrelated components: content knowledge, pedagogical knowledge, and technological knowledge. These knowledge areas interact, support, and constrain each other. This study investigated secondary pre-service teachers’ perceptions of TPACK. Data were collected through an online survey and interviews. Following a brief introduction to TPACK, this article e...
Education Technology Research & Development
The main aim of this two-step mixed-method study was to explore the effectiveness of the strategies used to prepare pre-service teachers for Technological Pedagogical Content Knowledge (TPACK). Specifically, we focused on the strategies included in the Synthesis of Qualitative Evidence (SQD) model: 1) using teacher educators as role models, 2) reflecting on the role of technology in education, 3) learning how to use technology by design, 4) collaboration with peers, 5) scaffolding authentic technology experiences, and 6) providing continuous feedback. To explore the relation between the perceived occurrences of the SQD-strategies and TPACK (controlled for pre-service teachers' general attitudes towards technology), survey data were collected from a sample of 688 final-year pre-service teachers in Belgium. In a next step, 16 telephone interviews and six in-depth interviews were conducted to gain a more in-depth insight into the nature of the six strategies and their influences on TPACK. The quantitative analyses indicated positive correlations between the SQD-strategies and TPACK, controlled for general attitudes towards technology. The findings from the qualitative analyses showed that teachers acknowledged the importance of the six strategies. However, the respondents emphasized that some of the six strategies are often underutilized. Based on the quantitative and qualitative results, the discussion provides recommendations to improve the potential of pre-service training to enhance future teachers' TPACK.
2015
Although technology is on the rise in society and schools, many teachers are not effectively incorporating technology into their teaching and learning. The lack of use can be attributed to teachers’ negative beliefs and feelings about technology. Effective teaching requires not only mastery of the subject content, pedagogical techniques, and technological affordances, but also how to achieve a successful dynamic interaction between those three factors. In this paper, the author has elucidated how these teacher beliefs and feelings are generate and the Technological, Pedagogical, Content knowledge framework (TPACK) framework is presented as a method of ameliorating these negative teacher impressions to work towards the effective use of technology in teaching and learning.
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.""""
A comprehensive investigation of TPACK within pre-service teachers' ICT profiles: Mind the gap
This study aims to identify profiles of pre-service teachers in order to explore their readiness to integrate technology in education. The assumption is that pre-service teacher characteristics such as technological pedagogical content knowledge (TPACK), go together with the influence of their teacher training. Specifically, this study examines whether pre-service teachers can be clustered on the basis of their TPACK, a typical set of ICT-related characteristics (e.g., general ICT attitudes, attitudes towards ICT in education, ease of use, ICT self-efficacy), and the perceived support at their training institution to adequately integrate ICT in education. Data were collected from a sample of 688 last-year pre-service teachers in 18 teacher training institutions in Flanders (the Dutch-speaking part of Belgium). Using correlational and latent profile analysis, the results suggest that: (1) two profiles can be distinguished, (2) TPACK and other individual ICT-related characteristics are positively correlated, and (3) pre-service teachers in a profile with strong TPACK, attitudes, and self-efficacy scores also report high scores on the support they perceive at their teacher training institution. Implications for the role of teacher training institutions are discussed with a specific focus on how to close the gap between the two identified profiles.
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)
Pre-Service Teachers’ Perceptions of ICT and TPACK Competencies
Acta Educationis Generalis, 2021
Introduction: The competencies needed for information and communication technologies (ICT) integration in the teaching-learning process are related to the use of technology, pedagogical attitudes, and content planning. These qualifications are all interrelated and should not be seen separately (Becuwe et al., 2017). In this context, ICT and TPACK competencies are important for ICT integration. The standards of ISTE for educators define the ICT skills that teachers should have as designers and facilitators (International Society for Technology Education [ISTE], 2020). These standards are gathered within the framework of ICT literacy, digital literacy, and ICT competence (Tondeur et al., 2017). The concept of ICT competence discussed in this study refers to the integrated and functional use of digital knowledge, skills and attitudes (Hatlevik et al., 2015). In this study, the ICT integration competencies of pre-service teachers (PSTs) were examined as ICT competencies and TPACK compet...
Exploring Teacher Development in an ICT Programme through the TPACK Framework
IT for Change, 2017
Content and pedagogy are seen as intertwined components of learning, However, textbook culture sees the teacher as a mere disseminator of the prescribed text book. This emphasizes pre-defined content and creates a disconnect between the teacher and teaching-learning process. It has been found that the creation of digital curricular resources that are relevant for the teachers’ context, supports teacher development. Through a case study of an ICT program implementation in Telangana, this paper seeks to examine if the Technological Pedagogical Content Knowledge Framework can be a useful way for evaluating an ICT program. The program had the components of curriculum design for ICT in schools, creation of digital open educational resources and teacher training for use of digital methods This study explores teachers’ expectations of technology, their self-evaluation of their abilities to integrate technology for making digital resources and, the connection between their pedagogic practices and understanding of technology. The paper is based on interactions with teachers, educational administrators and educational content developers.