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On Learning to Subvert Signs: Literacy, Technology and the TPACK Framework
Abstract
This paper discusses new literacy practices that can be enabled through the creative repurposing of digital technologies. We frame the discussion within the Technological Pedagogical Content Knowledge (TPACK) framework. TPACK is a form of knowledge that teachers need to have in order to successfully integrate technology in their teaching. TPACK argues for the idea of teachers as designers of curriculum, who repurpose existing technical tools for pedagogical purposes. Finally we offer a set of implications of this approach for teacher preparation programs.
... Este expresa como rasgo distintivo un estado de cambio permanente, más que la fusión de los otros dos conocimientos centrales de la estructura TPACK (Didáctica y Contenido disciplinar). Koehler y Mishra (2007), Kereluik et al. (2010) y Koehler et al. (2012) creen que existen ciertas formas de "pensamiento sobre" y de "trabajo con" la tecnología que pueden aplicarse a todas las herramientas tecnológicas. Claro está que no se trata de una alfabetización computacional. ...
... Dos, contrariamente, soporte tecnológico -contenido disciplinar manifiestan una fusión diferente, -y ofrecen nuevas posibilidades epistémicas. Para el análisis de esta relación TK y CK, se han recuperado los aportes de Koehler y Mishra (2007), Kereluik et al. (2010) y Koehler et al. (2012. ...
Esta obra se publica bajo Licencia Creative Commons 4.0 Internacional CC BY-NC-SA Atribución, No Comercial, Compartir igual ARTÍCULOS Modelo TPACK: su aplicación en el análisis de la integración de las TIC a la enseñanza universitaria. Narrativa, contexto y praxis docente TPACK model: its application in the analysis of the integration of ICT into university teaching. Narrative, context and teaching praxis Modelo TPACK: sua aplicação na análise da integração das TIC no ensino universitário. Narrativa, contexto e práxis docente
... More technologies are becoming readily available and these constantly evolving technologies are now part of the everyday life experiences of the digital natives (Ito et al., 2010). These technological advancements perhaps helped in flipping the role of the teacher from the curriculum designer to the content delivery facilitator who chooses an appropriate technology along with the pedagogy to do that (Kereluik et al., 2010). Teachers dealing with the learners of this century need to be skilled in integrating technology with the classroom activities as the appropriate use of technology has proven to enhance learning environments. ...
... Studies indicated that technological literacy and technological competence were the vital components for the integration of technology into teaching. Such skills help instructors have control over the instructional design and development in this age of technology (Kereluik et al., 2010). ...
Technological Pedagogical Content Knowledge (TPACK) studies have surged over the past few years, however, there is a lack of studies that have comprehensively reviewed and synthesized data on teachers’ TPACK self-efficacy. The present review aimed to provide data on research methods, study samples, subject domains, and evaluation approaches used in the TPACK studies to date. The review also aimed to analyze teachers’ TPACK self-efficacy, self-efficacy beliefs, computer self-efficacy, and technology support concerning professional development. Five best bets (most searched databases) were selected on the Electronic Business Source Complete (EBSCO) host platform. An abstract level screening was conducted for 136 peer-reviewed articles, and 75 articles were selected for the detailed screening. The analyses were focused on year-wide appearance of TPACK studies, research methods, study samples, subject domains, and evaluation approaches used. The growth and development of TPACK self-efficacy was examined using the narrative approach. Results indicated that professional development interventions were effective in improving teachers’ TPACK self-efficacy. Also, TPACK-based argumentation practices helped participants strengthen their perceptions toward the integration of technology in classrooms. The implications of the findings for teacher preparation programs and other professional development activities were presented.
... This framework provides insight into teacher knowledge in integrating technology effectively in learning (Graham, 2011;Kereluik et al., 2010;Polly & Brantley-dias, 2009). The application of TPACK requires a good understanding of technology by redesigning it to suit the specifics of the content and pedagogic of the subject (Kereluik et al., 2010). ...
... This framework provides insight into teacher knowledge in integrating technology effectively in learning (Graham, 2011;Kereluik et al., 2010;Polly & Brantley-dias, 2009). The application of TPACK requires a good understanding of technology by redesigning it to suit the specifics of the content and pedagogic of the subject (Kereluik et al., 2010). For this reason, a deep understanding is needed in preparing qualified teacher candidates and understanding this TPACK. ...
The low knowledge of TPACK among senior semester students is the main reason for conducting this research. Whereas this knowledge supports them to become a teacher. When the profile is known, the researcher as well as the study program lecturer can prepare and improve the student’s TPACK. This research is descriptive research with a quantitative approach. The purpose of this study was to analyze the TPACK profile of prospective chemistry teacher in the microteaching class. The research subjects were students of the chemistry education study program, University of Bengkulu who took the course. The instrument used is the TPACK questionnaire. This TPACK questionnaire consists of aspects of TK, PK, CK, TPK, TCK, PCK, and TPACK. This questionnaire uses a Likert scale. The results of the study were then categorized into 5 categories in each aspect. This category is useful for grouping students. The results of this study stated that students of the chemistry education study program who took microteaching courses knew this TPACK in the good category. Almost all aspects have an average score in the good category, only 1 aspect has a sufficient average score.
... In Ghana, the government initiated the "Ghana ICT for Accelerated Development" policy in 2002 and integrated ICT into educational reforms in 2007 to improve teaching quality and equip students with essential digital skills [9]. Investments in computer laboratories and ICT infrastructure have expanded accessibility [10,11], yet the effective integration of technology into pedagogy depends on teachers' ability to balance technology, pedagogy, and content [12,13,14]. This specialized skill set, termed Technological Pedagogical Content Knowledge (TPACK), is crucial for impactful teaching in the digital era [15,16]. ...
... There is therefore need for teachers to check the manner in which they carry out meaningful classroom discourse. The teacher needs to choose appropriate technology to be used in class as well as determine the teaching approach suitable for the lesson (Kereluik, et al., 2010). ...
... TPACK is also defined as teacher knowledge, abilities, and competencies related to integrating technology in learning activities (Pamuk et al., 2015;Yurdakul & Coklar, 2014). TPACK emphasizes how to effectively integrate technology into the learning process as opposed to the utilization of technology itself (Alqurashi et al., 2017;Kereluik et al., 2011). TPACK encompasses a comprehensive comprehension of the intricate and dynamic interrelationships that occur when technology influences teaching and learning, as well as how specific concepts, subjects, or material are represented and communicated to students (Chien et al., 2012). ...
Comprehensive exams are administered to assess the abilities and knowledge of students in their respective scientific disciplines. However, the material's scope is quite extensive, particularly in light of the absence of a question bank or grid-based guide. However, advancements in the twenty-first century necessitate that educators possess not only knowledge of subject matter and the learning process but also proficiency in technology. TPACK (Technological Pedagogical Content Knowledge) refers to the amalgamation of stated components. The objective of this research is to develop a valid and practical question bank for biology education comprehensive exam, utilizing the TPACK framework. Research and development (R&D) was employed in accordance with the ADDIE development model. The instruments were validation sheets to determine the validity of the developed question bank and response questionnaires to assess its practicality. The validation sheet was intended for experts in learning evaluation and TPACK, whereas the response questionnaire was intended for students and examining lecturers who delivered comprehensive exams. The research findings indicated that the TPACK-based comprehensive exam question bank that was created exhibited a very high level of validity, as confirmed by 87.92% of learning evaluation experts and 88.69% of TPACK experts. The practicality test yielded a 91.68% passing rate among the examining lecturers and a 96.04% passing rate among the students. This value falls under the category of being extremely practical. Hence, it can be inferred that the developed question bank possesses validity and utility. This question bank aims to assist in preparing comprehensive exams for both students and lecturers, while also serving as a guide for developing TPACK, specifically designed for graduating students in the biology education program
... Kereluik et al., 2011; Mishra & Koehler, 2006). For effective technology integration, teachers are expected to possess technological knowledge, technological content knowledge, technological pedagogical knowledge, and technological pedagogical content knowledge (Mishra & ...
The late 20th century witnessed a significant shift in the education sector with the introduction of moderntechnologies. This led to a quantum leap in the use of these technologies in educational institutions, which began to compete in their implementation. These technologies play a major role in elevating the purely educational level to the level of creativity and innovation. Some of the technological tools that have been introduced into the field of education include computers, audiovisual aids, and the internet. The internet is one of the most important technologies that has contributed to this leap, as it provides students with information in the required format and at all times.Due to the importance of this topic, this study addresses the uses of modern educational tools in teaching geography.
Penelitian ini bertujuan untuk meningkatkan pedagogy knowledge Mahasiswa Pendidikan Ekonomi FKIP Universitas Jambi pada mata Kuliah Strategi Pembelajaran Ekonomi. Analisis data menngunakan teknik analisis data kuantitatif dengan metode penelitian tindakan kelasa (PTK). Subjek penelitian tindakan kelas ini adalah mahasiswa kelas R001 semester 3 mata kuliah Strategi Pembelajaran Ekonomi Program Studi Pendidikan Ekonomi FKIP Universitas Jambi Tahun Akademik 2023/2024. Hasil penelitian ditunjukan dari hasil observasi selama pembelajaran serta penilaian produk/karya mahasiswa. Pedagogy knowledge mahasiswa dalam membuat karya mengalami peningkatan dalam setiap siklusnya dapat dilihat pada siklus I dan II. Peningkatan hasil kemampuan pedagogy knowledge mahasiswa adalah sebesar 25,40%. Peningkatan tersebut diperoleh dari hasil pencapain evaluasi pada siklus I 62,05% dengan kategori sedang sedangkan pada siklus II naik menjadi 87,45%. Kemudian, dalam menerapakan model pembelajaran project based learning (PjBL) yang dinilai dari hasil pengamatan observasi terhadap produk yang dihasilkan pada siklus I yakni 68,43% terkategori cukup dan siklus II meningkat 87,22% kategori sangat baik. Sedangkan untuk hasil belajar siklus I dan II terjadi peningkatan yaitu dimana persentase nilai >75 siklus I adalah 63,16% sedangkan siklus II menjadi 86,84% hal tersebut berarti terjadi peningkatan sebanyak 23,68%. Maka dapat disimpulkan setelah di terapkan model pembelajaran project based learning (PjBL) untuk meningkatkan pedagogy knowledge berpengaruh sangat signifikan dikarenakan setelah diterapkan model pembelajaran tersebut nilai mahasiswa meningkat serta mahasiswa memperoleh pengetahuan dan keterampilan baru dalam pembelajaran berbentuk proyek.
The contemporary socio-constructivist approach to teacher knowledge entails the active construction of knowledge during a teacher's professional development, involving social interaction, collaboration in communities of practice and the exchange of ideas. Contemporary teacher is a reflective practitioner who develops his understanding through reflection on experiences and the acquisition of new information within the context of existing knowledge. His knowledge is context-specific, intertwined with his environment, experiences, and socio-cultural factors that play a crucial role in the creation, understanding and application of knowledge. The evolving image of teacher knowledge reflects changes in the educational environment, including technological innovations, societal shifts and the development of pedagogical theories.
Therefore, as the starting theoretical framework of this research, the Technological Pedagogical Content Knowledge (TPACK) model by Mishra and Koehler (2006) was adopted. This model integrates three fundamental dimensions of teacher knowledge (pedagogical, content, and technological) and four hybrid dimensions that emerge from their interaction (pedagogical content, technological content, technological pedagogical, and technological pedagogical content knowledge). Considering limited, almost non-existent scientific production in our national context regarding the TPACK knowledge of elementary school teachers, the aim of this quantitative research was to examine teachers' self-assessed knowledge in the components of TPACK knowledge. This was achieved by shedding light on still unresolved relationships among the dimensions of TPACK knowledge and contradictory or unclear results associated with participants' socio-demographic characteristics. The empirical research was conducted from May to July 2022, using a survey method on a sample of 609 subject teachers in randomly selected primary schools from five Croatian regions: Dalmatia, Istria and the Croatian Coast with hinterland, the City of Zagreb, Northern Croatia and Slavonia.
The first research assignment was to determine the factor structure of the applied TPACK questionnaire (Schmid et al., 2020). Factor analysis confirmed a factor structure based on the TPACK model, which, in contrast to the original model with seven knowledge dimensions, comprises five factors: pedagogical knowledge, content knowledge, technological knowledge, technological content knowledge and technological pedagogical content knowledge. The internal consistency of the final five-factor model, expressed by Cronbach's alpha and McDonald's omega coefficients, indicates excellent reliability for almost all sub-scales, with CK sub-scale also displaying acceptable coefficient values.
The second research assignment involved identifying the relationships between TPACK knowledge components. Descriptive parameters indicate a high level of teacher self-confidence in their TPACK dimensions of knowledge, with the highest average ratings in pedagogical and content knowledge and slightly lower but still high ratings in dimensions involving technology. Correlation analysis confirmed positive and statistically significant correlations between different dimensions of teacher knowledge, aligning with the theoretical model. The strongest correlations were found between technological pedagogical content knowledge and other technological dimensions. A weak correlation between fundamental knowledge dimensions (pedagogical and technological knowledge, content and technological knowledge) inicates their specific purposes and focuses. Pedagogical and content knowledge have a higher correlation than each of these dimensions with technological knowledge, although it is still moderate.
The third research assignment aimed to determine differences in teacher self-assessment of knowledge according to the TPACK model, taking into account socio-demographic variables: gender, age, work experience, educational field, geographic region, career progression and participation in professional development. Statistical analyses identified differences in teacher self-confidence across all five TPACK knowledge components concerning educational field, career progression and participation in professional development. Gender, age, work experience and the geographic region of participants were significant variables in determining differences in certain knowledge dimensions. Statistically significant differences in teacher self-assessment were found in technological and technological content knowledge concerning gender, technological knowledge in terms of age and work experience, and pedagogical and content knowledge based on the participants' geographic region.
The findings of this research indicate cultural and contextual differences in educational systems, as well as certain limitations in the theoretical model that may arise from vague boundaries of individual knowledge dimensions. This dissertation emphasizes the importance of understanding variations in teacher confidence in different aspects of their knowledge and provides relevant scientific insights that may be valuable in setting guidelines and strategies for the future, directed towards the professional development of teachers and new curricula in higher education with the aim of enhancing the model of educational practice and the effective development of teacher and student competencies.
Teachers as educators should have adequate competency in using a variety of media and knowledge to deliver the information to their students in order to use information and communication technologies (ICT) effectively. This study explores teachers’ competencies of ICT in their teaching and students’ attitudes toward ICT in learning English. Three English teachers and their 90 students of eleven graders at one secondary school in one district in East Kalimantan participated in this study. The data were gathered from semistructured interviews, observations, and questionnaires. Using a qualitative approach design concerning phenomenological perspective, the content analysis results have revealed that approximately 70% of the students had a positive attitude toward ICT, while the teachers’ competencies were varied from mostly incorporating all the ICT tools to rarely using them in their classroom. The results suggest that English teachers need to have more professional development programs related to ICT in order to understand and be able to operate the ICT media and tools to teach English. EFL students should aware of their attitude toward ICT in this modern era and firmly use the advancement of ICT for educational purposes.
This paper examines the characteristics of the thinking skill we call "melioration" i.e., the competence to borrow a concept from a field of knowledge supposedly far removed from his or her domain, and adapt it to a pressing challenge in an area of personal knowledge or interest. The skill has its source in consdous personal meaning-making, not in the process of deduction. In the unplanned operation of connection and assodation, one creates a new concept generating a new insight into a phenomenon, which hitherto had not been described in such a way. This paper relates melioration to existing theories of intelligence, taking the position that human cognitive/intellectual functioning is in part the ability to learn or think in the framework of familiar systemic concepts, and in part the ability to learn or think with new systemic concepts that are then available for future application.
Expands on constructivist theories that were discussed in an earlier issue. Highlights include cognitive flexible theory; multiple knowledge representations; prespecification of knowledge; teaching content versus skill; and cognitive flexibility hypertexts (CFHs), including the kinds of knowledge domains for which they should be used and the learning objectives they are intended to foster. (11 references) (LRW)
This paper describes a teacher knowledge framework for technology integration called technological pedagogical content knowledge (originally TPCK, now known as TPACK, or technology, pedagogy, and content knowledge). This framework builds on Lee Shulman's (1986, 1987) construct of pedagogical content knowledge (PCK) to include technology knowledge. The development of TPACK by teachers is critical to effective teaching with technology. The paper begins with a brief introduction to the complex, ill-structured nature of teaching. The nature of technologies (both analog and digital) is considered, as well as how the inclusion of technology in pedagogy further complicates teaching. The TPACK framework for teacher knowledge is described in detail as a complex interaction among three bodies of knowledge: content, pedagogy, and technology. The interaction of these bodies of knowledge, both theoretically and in practice, produces the types of flexible knowledge needed to successfully integrate technology use into teaching.
In this article we examine the need for fostering transformative learning, emphasizing the roles that trans-disciplinary thinking and recent technologies can play in creating the transformative teaching and learning of the 21 st century. We introduce the Technological, Pedagogical Content Knowledge (TPACK) framework as a starting point for discussing the special kinds of knowledge, skills, and understanding that teachers require in order to become effective classroom mediators of transformative learning experiences. Within this framework, we propose seven cognitive tools needed for success in the new millennium, and describe how teachers can repurpose digital technologies to use these cognitive tools. We explore the implications of these issues for research and practice.
Lee S. Shulman builds his foundation for teaching reform on an idea of teaching that emphasizes comprehension and reasoning, transformation and reflection. "This emphasis is justified," he writes, "by the resoluteness with which research and policy have so blatantly ignored those aspects of teaching in the past." To articulate and justify this conception, Shulman responds to four questions: What are the sources of the knowledge base for teaching? In what terms can these sources be conceptualized? What are the processes of pedagogical reasoning and action? and What are the implications for teaching policy and educational reform? The answers — informed by philosophy, psychology, and a growing body of casework based on young and experienced practitioners — go far beyond current reform assumptions and initiatives. The outcome for educational practitioners, scholars, and policymakers is a major redirection in how teaching is to be understood and teachers are to be trained and evaluated.
This article was selected for the November 1986 special issue on "Teachers, Teaching, and Teacher Education," but appears here because of the exigencies of publishing.