No full-text available
To read the full-text of this research,
you can request a copy directly from the authors.
What is Technological Pedagogical Content Knowledge (TPACK)?
Abstract
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.
... Further expanding on Shulman's concept, several researchers Carrillo-Yañez et al. (2018); Dreher et al. (2018) developed frameworks describing the integration of content knowledge, pedagogical knowledge, and technology. This led to the development of the TPACK framework Koehler et al. (2013), which identifies three critical areas for teaching practice: pedagogical, content, and technological knowledge. Observing these aspects in initial teacher training helps identify the obstacles in developing and implementing strategies for effective teaching. ...
... Our research investigates teacher competency enhancement, student engagement, and systemic barriers within the Cape Verdean context. Using the TPACK framework (Koehler et al., 2013) and Rogers' Diffusion of Innovations Theory (Rogers, 1962), the findings provide essential insights into how GeoGebra can support STEAM education in resource-limited settings like Cape Verde. These findings align with Rogers' innovationdecision process, particularly highlighting the stages of persuasion and implementation, as participants experimented with GeoGebra and observed its potential to transform pedagogy. ...
... The study highlights GeoGebra's transformative potential as a pedagogical tool, aligning with TPACK's integration of technology, pedagogy, and content knowledge (Koehler et al., 2013). In a setting where educational resources are limited, GeoGebra offers a low-cost, accessible approach to enriching mathematics instruction. ...
This study investigates strategies to empower Cape Verdean mathematics teachers in adopting Science, Technology, Engineering, Arts, and Mathematics (STEAM) method- ologies, focusing on mathematics education. Using an interactive, reflective continuous professional development (CPD) modelÐincluding teaching simulations, classroom prac- tice, and structured reflectionÐqualitative research was conducted via thematic analysis of published data over two project-training cycles. In the first cycle, 27 teachers participated, with 24 later acting as trainers in the second cycle, which involved 44 non-higher education teachers. The project, a collaboration between institutions in Cape Verde, Portugal, and Austria, was guided by Rogers’ Diffusion of Innovations theory and the Technological Pedagogical Content Knowledge (TPACK) framework. GeoGebra software was employed to support STEAM adoption. Results indicate significant advancements in teachers’ techno- logical and pedagogical skills, leading to improved student engagement and understanding. However, challenges remain, especially in integrating STEAM across disciplines due to limited resources and a lack of systemic CPD. The study concludes that sustained support is essential for fully embedding STEAM in Cape Verde’s education system.
... TPACK aims to develop basic knowledge when teachers study learning material and how technology can improve the quality of learning, as well as knowing pedagogy that can improve learning content (Koehler et al., 2013). Therefore, TPACK plays a vital role as a framework in compiling learning programs that aim to solve student problems based on learning material through the application of technology (Saputra, 2019). ...
... Proficiency in using computer programs and applications is essential for designing and delivering technologybased learning experiences. Teachers must also recognize the appropriate moments to integrate information technology to support or achieve specific learning goals (Koehler et al., 2013). This technological competence allows teachers to create engaging and interactive learning environments that cater to students' needs. ...
... Teachers must continuously deepen their pedagogical knowledge to better understand students' characteristics, learning styles, and developmental stages. This understanding helps teachers design strategies that support students in developing knowledge and acquiring skills aligned with the intended learning objectives (Koehler et al., 2013). Strong pedagogical knowledge is fundamental for creating engaging and meaningful learning experiences. ...
One of the obstacles to teaching physical education in the 21st century is the necessity for teachers to integrate technology-based learning. The TPACK framework plays a crucial role in enhancing the quality of instruction in physical education. This study aims to map the TPACK competencies of physical education teachers. A cross-sectional survey design with a quantitative approach was employed, utilizing convenience sampling techniques. The research participants consisted of 14 physical education teachers from North Sumedang in Sumedang Regency. Data were analyzed using descriptive statistics through the SPSS 20 program. The results indicated that the understanding of the Content Knowledge component was 78.57, categorized as sufficient; Pedagogical Knowledge was 83.48, classified as excellent; Technological Knowledge was 73.21, also sufficient; Pedagogical Content Knowledge was 79.64, appropriate; Technological Content Knowledge was 73.21, sufficient; Technological Pedagogical Knowledge was 74.55, appropriate; and Technological Pedagogical and Content Knowledge was 79.17, also appropriate. The application of TPACK in the learning process showed that 78% of teachers have mastered it; similarly, 78% of teachers demonstrated mastery in implementing learning, while 77% of teachers showed proficiency in evaluating learning. Thus, physical education teachers in the North Sumedang sub-district effectively integrate technology, pedagogy, and content in their physical education instruction. This finding underscores the importance of ongoing support and training to enhance teachers' TPACK competencies, ensuring effective technology integration in physical education.
... TPACK combines three main types of knowledge: content, pedagogy, and technology (Koehler et al., 2013). Mastery of these three aspects enables teachers to create relevant and contextualized learning experiences for students, utilizing technology as a tool that supports deeper understanding. ...
... This knowledge is then enhanced by the interaction between the three components, resulting in additional knowledge such as Technological Pedagogical Knowledge (TPK), Pedagogical Content Knowledge (PCK), and Technological Content Knowledge (TCK), which support the comprehensive application of technology in learning (Mishra & Koehler, 2006). These knowledge domains overlap to form the TPACK concept as presented in Figure 3. (Koehler et al., 2013). ...
... The practice approach, on the other hand, focuses on the direct application of TPACK theory in a classroom context. Training programs based on hands-on classroom practice and shared reflection improve teachers' understanding of the use of technology in teaching (Koehler et al., 2013). Research shows that practice-based training, where teachers apply TPACK knowledge in real situations, helps them develop practical skills and gain deeper insights into how technology can be used effectively. ...
The integration of technology into teaching and learning processes is highly relevant in today’s educational landscape, as technology has become essential for facilitating student learning. However, in practice, technology has not been fully optimized to develop students' critical thinking skills. The TPACK framework, which guides teachers in integrating technology into the learning process, must be continuously refined through relevant strategies. This study aims to describe how elementary school teachers' TPACK can be improved through collaborative, practical, and reflective approaches. A mixed methods design with an embedded experimental approach was employed. The study involved 84 teacher participants, randomly assigned to experimental and control groups. Data were collected using a 21st-century TPACK questionnaire and interviews. The findings indicate that collaborative, practical, and reflective approaches significantly enhanced elementary school teachers' TPACK. Statistical tests revealed a significant difference between the experimental and control groups, with the experimental group achieving higher average TPACK scores. Training that incorporates teacher collaboration, real-world classroom practices, and self-reflection effectively enhanced Technological Pedagogical Knowledge (TPK), contributing to the overall improvement of TPACK.
... bajos niveles de capacitación en el uso de GeoGebra pueden llevar a un uso inadecuado de la herramienta. Esto implica la necesidad de incorporar el uso de GeoGebra en la formación del profesorado de forma que se integren conocimientos provenientes de distintos dominios (conocimiento pedagógico, conocimiento del contenido y conocimiento tecnológico), tal y como señalan Koehler et al. (2013). ...
... Por otro lado, el número de docentes que manifiesta crear sus propios applets es extremadamente bajo (15%). El motivo que se aduce mayoritariamente está relacionado con la falta de formación sobre el uso del software (Musa et al., 2021;Saralar-Aras, 2022; Wassie y Zergaw, 2019) y pone de manifiesto, en términos del modelo de Koehler et al. (2013), la importancia de disponer de un conocimiento tecnológico (TK) adecuado como requisito previo para poder integrar adecuadamente el software en la práctica docente. Además, una buena cantidad de docentes manifiestan utilizar applets disponibles en la red. ...
... Además, hemos visto que la experiencia docente es un factor que influye sobre la idea de utilizar GeoGebra para este fin. Esto parece sugerir que la formación a este respecto, que encajaría dentro de Koehler et al. (2013) con lo que se denomina conocimiento tecnológico pedagógico (TPK), podría fomentar este uso de GeoGebra como herramienta de evaluación, lo que puede tener un impacto positivo en la motivación de los estudiantes (Carvalho et al., 2023). ...
... bajos niveles de capacitación en el uso de GeoGebra pueden llevar a un uso inadecuado de la herramienta. Esto implica la necesidad de incorporar el uso de GeoGebra en la formación del profesorado de forma que se integren conocimientos provenientes de distintos dominios (conocimiento pedagógico, conocimiento del contenido y conocimiento tecnológico), tal y como señalan Koehler et al. (2013). ...
... Por otro lado, el número de docentes que manifiesta crear sus propios applets es extremadamente bajo (15%). El motivo que se aduce mayoritariamente está relacionado con la falta de formación sobre el uso del software (Musa et al., 2021;Saralar-Aras, 2022; Wassie y Zergaw, 2019) y pone de manifiesto, en términos del modelo de Koehler et al. (2013), la importancia de disponer de un conocimiento tecnológico (TK) adecuado como requisito previo para poder integrar adecuadamente el software en la práctica docente. Además, una buena cantidad de docentes manifiestan utilizar applets disponibles en la red. ...
... Además, hemos visto que la experiencia docente es un factor que influye sobre la idea de utilizar GeoGebra para este fin. Esto parece sugerir que la formación a este respecto, que encajaría dentro de Koehler et al. (2013) con lo que se denomina conocimiento tecnológico pedagógico (TPK), podría fomentar este uso de GeoGebra como herramienta de evaluación, lo que puede tener un impacto positivo en la motivación de los estudiantes (Carvalho et al., 2023). ...
La utilización de GeoGebra en la enseñanza de las matemáticas ha crecido notablemente en los últimos años, por lo que en este estudio se pretende indagar acerca del uso de este software por parte del profesorado en la enseñanza del límite de una función.Para ello, se ha diseñado y validado un cuestionario que ha sido respondido por 129 docentes de matemáticas. Los datos han sido analizados tanto cuantitativa como cualitativamente con el objetivo de conocer obstáculos para el uso de GeoGebra y para la elaboración de applets propios, identificar las características más destacadas de los applets de GeoGebra para la enseñanza del límite y determinar los momentos del proceso de enseñanza-aprendizaje en los que se utiliza esta herramienta. Así, ha sido identificado un escaso uso de GeoGebra en la enseñanza del límite y un bajo porcentaje de docentes que elaboran sus propios applets debido, fundamentalmente, a la ausencia de recursos tecnológicos y a la falta de conocimientos. Además, la interactividad y la posibilidad de utilizar varios sistemas de representación del límite se revelan como las características más valoradas por los docentes. Finalmente, GeoGebra es especialmente utilizado a la hora demostrar ejemplos y apenas se usa en el proceso de evaluación.
... This belief of inclusivity illustrates the pedagogical knowledge (PK) and technological pedagogical knowledge (TPK) components of TPACK. According to Koehler et al. (2013), when inclusivity is incorporated, the TPACK framework's effectiveness is enhanced, particularly in the aspects of Pedagogical Knowledge (PK) and Technological Pedagogical Knowledge (TPK). This approach considers and meet the diverse needs and viewpoints of students. ...
... Group projects and peer interaction are enhanced through tools like shared documents, online forums, and digital whiteboards. These platforms encourage students to develop essential skills such as critical analysis, effective communication, and collaboration (Koehler et al., 2013). In support of this, D'Angelo (2018) advocates that the integration of technology in the curriculum can provide students with the opportunity to enhance their academic abilities and equip them with the skills needed to face challenges in the real world. ...
This case study investigates the beliefs of Foundation Pathway teachers at INTO University of Exeter (IUoE) regarding the incorporation of digital pedagogy into their teaching, focusing on the Technological, Pedagogical and Content Knowledge (TPACK) framework as the theoretical foundation. By employing a qualitative research design involving semi-structured interviews with seven teachers, the study uncovers the extent to which these teachers believe that digital tools can foster an interactive and engaging learning environment for their students. The results indicate that teachers strongly believe that digital pedagogy has improved student engagement to some extent. However, they also recognise certain challenges associated with using digital tools that could potentially hinder student engagement. This case study suggests that the integration of digital pedagogy contributes to the development of a more productive classroom environment.
... While adult learning theory helps explain how teachers learn and grow, the TPACK framework provides a more specific framework to analyze the competencies teachers need to acquire. The TPACK framework, as elucidated by Koehler et al. (2013), offers a comprehensive view of the knowledge systems essential for effective STEM teaching. This framework categorizes teacher knowledge into seven components: content, technology, and pedagogy (Yildiz Durak et al. 2023). ...
... between January 2016 and November 2023 were considered; these studies aligned with the emergence of social cognitive theory, TPCK, and other learning theories (Bandura and Adams, 1977;Koehler et al. 2013;Kleinke and Lin, 2020). 4. ...
Effective STEM education is closely linked to teacher professional development (TPD) quality. In response to the evolving demands of STEM education, the Chinese government has implemented numerous TPD programs across various cities and districts. This research systematically reviews 31 studies to identify the common objectives of STEM TPD projects, evaluate their impact on teachers’ competencies and instructional methods, and explore factors influencing project outcomes. The methodology involved extracting data and thematic analysis to provide qualitative insights into the effectiveness of TPD programs. The findings highlight a significant emphasis on interdisciplinary integration, innovative curriculum reform, and the development of technological proficiency among STEM teachers. Furthermore, the research identifies the need to extend training periods and provide targeted professional development to address specific regional challenges and the shortage of qualified STEM teachers. While there is a preference for interactive, in-person training sessions, a shift toward online modalities reflects changing professional development paradigms. Integrating STEM fields into educational settings fosters a more dynamic academic environment. However, the review also notes the predominance of interviews and surveys in data collection, underscoring the need for more diverse and robust empirical methodologies. Standardizing data collection and adopting comprehensive evaluation approaches are recommended to enhance the effectiveness of TPD programs. These insights provide a foundation for refining STEM TPD programs in China, calling for more empirical and holistic evaluations in future research.
... Moreover, as found in the study, technoinvasiveness caused sacrificing on personal time. Now, broadly under computer-mediated-communication (CMC) one can majorly find an academician melding awareness of Information and Communication Technology (ICT), expected knowledge of Edtech and mapping it for concerned course objective (together course outcome for learners), Technological-Pedagogical-Content-Knowledge or T-PACK (Koehler et al. 2013), art of collaborative communication (Grooms, 2003) and allied skills, which all compounds for aiding digital interaction. ...
In this era of digitalization, digital interaction causing technostress is found to make academicians absorb sense of complexity, doubtful self-competence, invasiveness, disrupted life & work equilibrium making time balance is a stressful challenge. Present study findings include: need for frequent upgradation aligned with evolving techno-pace; role-conflict and time-balance increasing mental anguish. Hence prerequisite of meticulous planning with T-PACK and building adaptative-interest shall dispel fear of techno-teaching skills. Along with cooperative institutional administrators, enthusiastic colleagues and informed learners the situation shall gradually transform at local level.
Keywords: Technostress, Higher education teachers, Digital interaction
... A descriptive design focuses on capturing the current state of teachers' digital skills, offering insights into their strengths and identifying potential areas for improvement. Using measurable variables, the study builds a detailed picture of digital pedagogy within the vocational education context, aligning with the objectives of digital competency assessment (Koehler & Mishra, 2009). Applying descriptive statistics enhances the study's reliability by providing objective data that can be analyzed across demographic factors, such as age, gender, educational background, and teaching experience. ...
This study examines the digital pedagogical competencies of English teachers at Liaocheng Vocational and Technical College, particularly emphasizing their digital literacy, technology integration in teaching, and effective use of digital resources. In response to the increasing demand for digital skills in education, the research aims to identify the current levels of digital proficiency among these educators, analyzing factors such as age, gender, educational background, and teaching experience that may influence their abilities. Adopting a descriptive quantitative methodology, the study uses descriptive statistics to assess teachers' expertise with digital tools, highlighting their capability to incorporate technology into pedagogical practices. The findings reveal a high level of digital proficiency among the teachers surveyed. Specifically, they demonstrate strong digital literacy skills, an effective pedagogical integration of technology, and an adeptness in managing and utilizing digital resources in their teaching processes. These results align with prior studies suggesting that digital skills enhance teaching effectiveness and foster student engagement in modern educational settings. Despite these strengths, the study also identifies potential areas for growth, including the development of personal online presences and the integration of social media platforms for educational purposes. The study’s conclusions underscore the importance of continued professional development in digital pedagogy for vocational educators, recommending targeted training programs to support these teachers in refining their digital skills. This improvement would enable them to effectively support student learning outcomes, contributing to more dynamic and engaging educational experiences.
... It is an essential part of the education system today as it incorporates the growing demand on the use of technology in the classroom as well as continuing the focus on the content and how we deliver it. It guides teachers to design and integrate relevant, context-specific mathematics activities for learners (Koehler et al., 2013). Aside from the fact that TPACK has emerged as one of the most influential theories as both research and professional development activities extensively draw from it, its point is to understand how to use technology to teach concepts in a way that enhances learning experiences. ...
... 17 Since its introduction, TPACK has been used to assess the information that lecturers already possess and yet requires them to effectively incorporate disruptive pedagogy and technology into their complicated, intricate and placed body of knowledge to enhance teaching and learning. 18 Employing TPACK as a framework for assessing "teaching knowledge "may potentially have an impact on the type of training and professional development experiences that are designed for both preservice and in-service training of lecturers to capacitate them to successfully deploy together transformative pedagogy and digitalization platforms to enhance teaching and learning. 19 That is why, TPACK is being employed to assess the knowledge base of lecturers and instructors in a variety of fields, including education, geography, 20 and mathematics. ...
This paper interrogates the contribution of transformative pedagogy and digitalized platforms to the rekindled learning space of scholars. The paper was motivated by diverse discourses and notions on the role which transformative pedagogy and digitalized platforms could play in bringing about a stimulating learning space for scholars. The paper is both conceptual and empirical in nature within the qualitative research paradigm. Interviewing techniques and documents review were employed to generate data for the paper. Research findings reveal that firstly, a transformative pedagogy with digitalized platforms encourage the development of reflective knowledge base. Secondly, they promote critical consciousness and agency within scholars. Thirdly, they encourage the engagement of scholars through participatory instructional methods. Fourthly, they make schooling a fun instead of being a burden. Fifthly, they recognise schooling inequalities and attempt to promote social justice. Lastly, a transformative pedagogy with digitalized platforms resist coercive relations of power between scholars and their lecturers. In conclusion, a transformative pedagogy with digitalized platforms prepare scholars of the 21st century to harmonise the world of schooling and the outside world of life. The researcher recommends for the embracing of a transformative pedagogy and digitalized platforms in education by virtue of them promoting an activist pedagogy that combines constructivist and critical pedagogy. The other recommendation relates to supporting the transformative pedagogy with digitalized platforms to persist to facilitate scholars to critically examine their beliefs, values and knowledge. The study emphasizes how transformative pedagogy is useful at tertiary institutions especially during tough times such as Covid-19. Keywords: Coercive, Inequities, Learning Space, Participatory, Reflective
... Studies on the application of virtual reality or augmented reality aim to verify the effectiveness of the creation of immersive learning environments both in terms of actual learning (information acquisition, retention, and problemsolving) and in terms of increasing motivation and engagement in the educational process (Koehler & Mishra, 2009). ...
This scientific study explores how information technology can be integrated into daily school activities by examining digital learning environments. The research involved 415 participants, including teachers, educational unit directors, and those actively engaged in digitalizing education. These participants are part of the Erasmus DoItYourself Project, representing countries such as Portugal, Italy, Slovenia, Finland, and Romania. A questionnaire consisting of 12 questions was administered to assess educators' independence and digital needs. Eight of these questions used the Likert scale for quantitative analysis, while four employed open-ended responses for qualitative insights. The data collected was subjected to quantitative and qualitative analyses to provide a comprehensive overview of the challenges and opportunities associated with integrating information technology in educational settings. The study's findings provide a better understanding of digitalization in education and underscore the importance of creating an environment that supports technology integration in classrooms. The research reveals that educators must have the necessary skills and training to integrate technology effectively into their teaching practices. It also highlights the crucial role of policymakers in providing adequate resources and support to ensure the successful implementation of digital learning environments in schools.
... Comprehensive pedagogical knowledge encompassing teaching, learning, assessment practices, and curriculum development processes is imperative for the effective development and implementation of programs. 43 Since the program's inception, we have individually and collectively availed ourselves of diverse learning opportunities in this realm. Recently, we participated in a university-wide course facilitated by the Department of Medical Education to garner deeper insights into teaching and assessment practices. ...
Like many other low- and middle-income countries, Botswana has struggled to address the shortage of doctors, particularly specialists. In 2009, the country’s first medical school offering an undergraduate medical program was established. A needs and feasibility assessment was conducted with relevant stakeholders to explore the need for specialty training programs in all medical school departments. As a result, three residency programs were established a year after the undergraduate program, but psychiatry was not included in this first crop of residency programs. Existing strengths in the university and healthcare systems were leveraged to successfully establish a four-year Master of Medicine residency program in psychiatry, which began in January 2020. The program aims to produce psychiatrists who are familiar with the local mental health needs. The first batch of students completed their training in December 2023. This paper reflects on and describes the development of a psychiatry residency program in Botswana and contributes a process grounded in educational program development models and educational theories that others can utilize. Botswana’s experience may be helpful to other low- and middle-income countries, particularly in sub-Saharan Africa, that want to establish and run a locally developed residency program in psychiatry.
... However, many teachers face challenges in acquiring the necessary skills to successfully implement technological tools in their classrooms (Tondeur et al., 2020). This gap in technological proficiency can limit the potential of building joyful and interactive learning environments (Koehler & Mishra, 2009). Thus, it is important to explore the barriers teachers face in equipping themselves with adequate technological skills. ...
The integration of digital learning tools in language teaching has gained great popularity in recent years, particularly within the context of the Era 5.0, which emphasizes the amicable relationship between humans and technology. This study explores the viewpoints of pre-service English teachers regarding the implementation and effectiveness of digital learning resources in language teaching and acquisition. By employing mixed-method research, the data gathered through a 5-Likert scale questionnaire and semi-structured interview. The study aims to uncover the perceptions, experiences, and attitudes of these future language educators toward the use of digital tools and platforms in their classrooms. The result showed that all students have positive attitudes towards the use of technology in language learning especially in preparing learning material. However, professional development in preparing the pre-service English teacher in real-life experience as a teacher in school to be tech-savvy is needed. This study also suggests integrating technology into extracurricular activities and embedding digital literacy within the curriculum to better prepare students for the future
... The area of the TPACK framework relates to knowing how best to introduce technologies that are practical to use in the practice of teaching. TPACK represents a framework that identifies the knowledge teachers need to teach effectively with technology, emphasizing the intersection of technological, pedagogical, and content knowledge [25]. AI technologies assist in supporting the TPACK framework through advanced data analytics, which provide the instructors with insights into patterns and needs of student learning toward making more informed instructional decisions [26]. ...
This systematic literature review explores the integration of artificial intelligence (AI) technologies such as intelligent tutoring systems (ITS), machine learning, natural language processing, and adaptive learning platforms in university education. Following Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines, we evaluated peer-reviewed articles, case studies, and government reports from 2015 onwards. The results demonstrate that AI technologies not only enhance personalized learning and educational outcomes but also streamline administrative functions, transforming educational practices. However, challenges such as ethical issues, data privacy, and algorithmic bias remain. The review underscores the importance of theoretical frameworks like constructivist learning theory and the TPACK framework for effective AI integration. Recommendations are provided for educators, administrators, and policymakers to ensure responsible AI use in university settings. This paper offers insights into the current capabilities and future prospects of AI in higher education, promoting ongoing research and strategic implementation.
... Karena teknologi mempunyai kecenderungan terhadap materi tertentu. Sehingga teknologi tertentu tidak dapat digunakan dalam semua materi yang harus dibelajarkan kepada perserta didik (Koehler et al ., 2013). Guru harus menguasai beberapa kompetensi di antaranya penguasaan konten, pedagogi, dan teknologi, menyebabkan adanya kecenderungan interaksi 2 komponen. ...
Kemampuan analisis merupakan kemampuan dalam memecahkan permasalahan dalam pembelajaran, dengan menguraikannya menjadi unsur-unsur serta menentukan keterkaitan antar unsur-unsur tersebut dalam struktur keseluruhan. Kemampuan analisis penting dimiliki peserta didik khususnya dalam pelajaran biologi yang sarat dengan konsep-konsep sistem yang abstrak. Penelitian ini bertujuan untuk mengetahui adakah peningkatan kemampuan analisis peserta didik pada pokok materi sistem saraf dengan pembelajaran blended learning berbasis TPACK. Penelitian ini menggunakan metode eksperimen dengan rancangan pre-experimental design berbentuk One-Group Pretest-Posttest Design. Populasi dalam penelitian ini adalah peserta didik kelas XI MIPA SMA Angkasa Lanud Husein Sastranegara Bandung dengan sampel kelas XI MIPA A yang dicuplik secara purposive. Hasil penelitian menunjukkan bahwa pembelajaran dengan pendekatan blended learning berbasis TPACK dapat meningkatkan kemampuan analisis peserta didik pada materi pokok sistem saraf (Gain rata-rata 34,00) dengan dominasi kategori peningkatan tinggi (84 % peserta didik) (0,73 ≤ N-Gain ≤ 1,00). Berdasarkan hasil penelitian ini disarankan bagi peneliti selanjutnya untuk menguasai kerangka pembelajaran TPACK agar lebih mudah penerapannya dalam pembelajaran.
... 8). (f) TCK refers to an understanding of technology can constrain and afford specific pedagogical practices; and finally, (g) TPACK refers to knowledge about the complex relations among technology, pedagogy, and content that enable teachers to develop appropriate and context-specific teaching strategies (Zhang & Tang, 2021;Koehler et al., 2013;. The investigations indicated that as long as teachers have more knowledge to interact with AI-based tools like ChatGPT, they will have a better understanding of the pedagogical contributions of AI Leahy & Mishra, 2023;Yue et al. 2024). ...
... Since winter term 2018/19, the focus of the course continued to evolve over the years; however, the common element of all implementations was the focus on pedagogicallydriven technological competencies (see e.g. the TPACK model by Koehler et al., 2013). Until summer term 2022, the participating students created peer screencast feedback and thus developed feedback skills, academic skills and video production skills in an integrated manner (see Schluer, 2020, for details). ...
Dynamic changes in society and technology place new demands on graduates, thus making it necessary for universities and educators to continually revise their degree programs and course curricula. These changes are particularly relevant in teacher education, as they can serve as role models for future teachers' reflective practice and ongoing professional growth. The current chapter therefore focuses on higher education courses taken by students who specialize in the field of Teaching English to Speakers of Other Languages (TESOL). It describes the curricular adjustments and innovations that were implemented in recent years, with an emphasis on systematically integrating digital feedback processes to improve learning and develop future teachers' competences. In that respect, the curriculum comprises courses such as an Introduction to English Language Teaching, Digital Learning and Teaching, Curriculum Planning and Materials Development, Classroom Observation and Practical Language Teaching, Academic Study Skills and the TESOL Research Col-loquium. The paper reflects on the suitability of the modifications and suggests additional enhancements and explorations to be undertaken in the evolving landscape of TESOL education in the digital age.
... Since winter term 2018/19, the focus of the course continued to evolve over the years; however, the common element of all implementations was the focus on pedagogicallydriven technological competencies (see e.g. the TPACK model by Koehler et al., 2013). Until summer term 2022, the participating students created peer screencast feedback and thus developed feedback skills, academic skills and video production skills in an integrated manner (see Schluer, 2020, for details). ...
The educational landscape is changing rapidly due to the digital transformation. The contributors to this volume – teachers, researchers, and graduate students – help to navigate the dynamic domain of digital feedback, adopting a multifaceted approach to innovative and interactive feedback practices in higher education. Emphasizing learner engagement, they discuss changes in teachers' roles as well as curriculum design, and place a special focus on the utilization of social media and artificial intelligence for feedback purposes. Altogether, this comprehensive, critical, creative, and collaborative exploration underscores the necessity of a continuous development and dialogue about digital feedback literacy.
... Since winter term 2018/19, the focus of the course continued to evolve over the years; however, the common element of all implementations was the focus on pedagogicallydriven technological competencies (see e.g. the TPACK model by Koehler et al., 2013). Until summer term 2022, the participating students created peer screencast feedback and thus developed feedback skills, academic skills and video production skills in an integrated manner (see Schluer, 2020, for details). ...
... The questionnaire was adapted from Koehler et al. (2013) and from the PANAS (positive and negative emotions) questionnaire (Watson et al., 1988). Since this article deals only with the first two aspects (knowledge and attitudes), the parts of the questionnaire dealing with emotions have been excluded from this report. ...
The integration of information and communication technology (ICT) in mathematics and science (MAS) classrooms is not yet sufficient despite its advantages. This study investigates the perceptions of MAS teachers on ICT integration for presenting information and visual aids, inquiry, and assessment and compares it with their self-reported technological, pedagogical, and content knowledge (TPACK). The data was collected using an online quantitative questionnaire distributed using non-probabilistic sampling to 91 in-service teachers. The results show that teachers use ICT to a moderate extent for presenting information and for assessment and to a low extent for inquiry. There was a moderate correlation between teachers’ perceived TPACK and the extent of their ICT integration, and most frequently used forms of ICT were interactive presentations, video/image/animation, digital games, eBooks, digital practice apps, computerized environments, and widgets. The findings can be translated into practical aspects for implementation in pre- and in-service teacher training.
... The TPACK model is based on Shulman's (1986) explanation of Pedagogical Content Knowledge (PCK), how educators' PCK work together to produce effective learning and teaching. TPACK extended these two elements to create three main elements for effective teaching and learning: content, pedagogy and technology (Graham, 2011;Koehler & Mishra, 2009). ...
The study aimed to describe many aspects of a Distance Education (DE) assessment course at the University of Pretoria. The researcher wanted to examine how the course evolved from pre- to post-COVID-19. This included looking at the content and assessment of the module, as well as the pedagogy and technology used, using the TPACK framework. The researcher used a descriptive qualitative case study, with semi-structured interviews with the tutors and administrators of DE and Google Form surveys for the 30 students that took part. They commented on the DE management, the Blackboard LMS, the tutors' pedagogy and the course’s content and assessment. The management of DE was described as successful, and the students liked the content of the assessment module as well as the assignments and pedagogy of the tutors. The students and tutors suggested possible improvements in the content and assignments. The Blackboard LMS was described as easy to use, but some students experienced problems with connectivity and lack of data.
... In Process Simulation, UMS-ALIEN incorporates a blended-cooperative learning framework designed to help students apply theoretical knowledge through simulation tools. Leveraging the TPACK (Technological, Pedagogical, and Content Knowledge) framework (Koehler et al., 2013), this course integrates UMS ITEL (Moodle), a self-paced process simulation MOOC, and the Aspen HYSYS Process Simulator (refer Figure 3). UMS ITEL is an e-learning platform based on Moodle version 4. These resources provide students with practical experience in simulating complex chemical processes, aligning with industry standards. ...
The Universiti Malaysia Sabah Active Learning in Engineering Education (UMS-ALIEN) initiative, part of the UMS Future Ready Engineering Educators (UMS-Future) framework, introduces a structured, hierarchical approach to engineering education. The framework consists of ten progressive competency levels, starting with foundational active learning techniques and advancing to blended cooperative problem-solving methodologies. UMS-ALIEN integrates strategies such as cooperative learning, problem-based learning, and blended learning, supported by tools like Learning Management Systems (e.g., Moodle) and discipline-specific simulators (e.g., Aspen HYSYS). The initiative transitions educators from traditional roles to facilitators, fostering participatory learning environments that prepare students for real-world challenges. Implemented across multiple engineering courses, UMS-ALIEN demonstrates improvements in student performance and skill acquisition, earning international recognition for its innovative contributions to active and blended learning in engineering education.
... Engaging in research to evaluate the effectiveness of new technologies in education is another critical role. This involves assessing how different tools impact student learning and identifying best practices for technology integration (Koehler & Mishra, 2009). ...
This study investigated readiness and attitudes of Nigerian teacher educators towards adoption of Artificial intelligence (AI) in educational. The population of the study included teacher educators from various educational institutions in Nigeria, and a sample size of 250 participants was used. The study utilized four research questions to explore the familiarity, attitudes, and perceived barriers related to AI adoption. The researchers employed a survey instrument to collect data, which was validated for reliability using Cronbach's alpha test. The results showed a high level of readiness and positive attitudes among the Nigerian teacher educators towards the adoption of AI-powered educational tools, such as personalized learning platforms, automated grading systems, and virtual tutors. The findings highlighted the teacher educators' recognition of the potential benefits of AI in addressing educational challenges, as well as their confidence in integrating AI-driven automated grading systems into their teaching practices. However, the study also identified perceived barriers, including inadequate infrastructure, insufficient training, and ethical concerns, which need to be addressed to ensure successful AI integration. One of the key recommendations from the study is to implement comprehensive training and professional development programs for Nigerian teacher educators, focusing on the practical implementation of AI-powered educational tools. This will enhance their confidence, competence, and ability to effectively integrate these technologies into their teaching practices
... Strategi ini memberikan landasan bagi pendidik untuk mengembangkan penggunaan teknologi yang efektif dalam konteks pembelajaran, mengintegrasikan teknologi ke dalam pengalaman belajar peserta didik dengan cara yang bermanfaat dan berarti. Koehler, M. J., & Mishra, P. (2009) ...
Salam Literasi,
Buku ini merupakan sebuah kompas yang membimbing pembaca melalui
lautan yang luas dan kompleks dari teknologi, informasi, komunikasi, dan
pendidikan. Dengan sub judul yang lugas, “Konsep Teori Dasar Teknologi,
Informasi, Komunikasi, dan Pendidikan yang Wajib Dikuasai oleh Calon
Pendidik,” buku ini memberikan peta jalan yang jelas bagi para calon pendidik
untuk memahami dan menguasai fondasi-fondasi penting dalam bidang yang
semakin berkembang ini.
Dalam era di mana teknologi telah meresap ke dalam setiap aspek kehidupan
kita, peran pendidik dalam mengadaptasi teknologi dalam proses pembelajaran
menjadi semakin krusial. Namun, untuk dapat melakukan hal ini dengan efektif,
calon pendidik haruslah memiliki pemahaman yang kuat tentang konsep-konsep
dasar dalam teknologi, informasi, komunikasi, dan pendidikan. Inilah tujuan
utama dari buku ini.
Buku ini tidak hanya menawarkan penjelasan teoritis yang mendalam, tetapi
juga memberikan contoh-contoh praktis dan aplikasi dalam dunia nyata. Dengan
memadukan teori dengan praktik, pembaca akan dipandu melalui serangkaian
topik yang mencakup segala sesuatu mulai dari definisi dasar hingga implikasi
praktisnya dalam konteks pendidikan.
... Research has shown that integrating TPACK into educational practice can lead to several positive outcomes. Koehler and Mishra (2013) highlighted advancements in teaching practices. Teachers who utilize the TPACK framework often report enhanced confidence and competence in their ability to integrate technology into their lessons. ...
The Technological, Pedagogical Content Knowledge (TPACK) model serves as a comprehensive conceptual framework that delineates the essential knowledge domains teachers must possess to effectively integrate technology within educational settings. By synthesizing technological knowledge, pedagogical knowledge, and content knowledge, TPACK empowers educators to create innovative, engaging, and meaningful learning experiences that cater to diverse student needs. Extensive research has indicated that teaching practices informed by the TPACK framework can significantly enhance student motivation, foster critical thinking skills, and improve overall academic performance. Moreover, the successful implementation of TPACK is contingent upon several critical factors, including ongoing professional development opportunities for educators, the availability of adequate technological resources, and the cultivation of a supportive school culture that encourages collaboration and experimentation. A recent paper presents, the results of a quantitative study conducted using the TPACK questionnaire. Data are collected utilizing the database of the Association of Physics Teachers of Georgia. Confirmatory factor analysis for the constructs’ reliability is conducted. The results of the factor analysis are grouped into four factors, which differ from those in other studies and are discussed below. Based on these findings, recommendations are provided for the improvement and integrating technology into physics teacher education.
... TPACK is a model widely used for describing the various combinations of technological (TK), pedagogical (PK), and content knowledge (CK) that teachers possess (Koehler & Mishra, 2009, based on Shulman, 1986. The three principle bodies of knowledge intersect at various levels of complexity (Jahangiril et al., 2021;Segal et al., 2021;Tondeur et al., 2020) with the accent on the technological aspect as follows (Guzey & Roehrig, 2012;Segal et al., 2018;Yang et al., 2023): ...
The use of generative AI (Chat GPT) for the process of posing mathematical problems was introduced to 15 pre-service teachers (henceforth referred to as "teachers") in a re-training program aimed at teaching advanced secondary school mathematics. After solving mathematical problems, they were given an assignment to pose and refine additional problems in accordance with the curriculum requirements by giving "prompts" to the AI environment and refining them as needed.
In this paper, we focus on the qualitative analysis of three key stages experienced by the teachers: writing the initial prompt to request assistance from ChatGPT to improve the problem; the response provided by ChatGPT; and the teachers' reflections on how they utilized ChatGPT's recommendations to update and refine their problem. This analysis reveals that the chat's responses and the teachers' reactions to them made several key contributions to improving mathematical problems, particularly by enhancing the clarity of the problem and increasing its challenge and complexity. Additionally, it improved mathematical precision and showed how it could be linked to real-world applications, thereby increasing student engagement. The chat also encouraged inquiry-based thinking and provided guidance for helping struggling students. Overall, these contributions significantly enhanced the quality of the mathematical problems and improved their TPACK (theoretical, pedagogical, and content knowledge).
... La pasión por la enseñanza se encuentra vinculada con la "teoría de la práctica reflexiva" de Schwartz y Schön (1987), que ha destacado la relevancia de la reflexión crítica para conseguir un mejoramiento de la práctica docente. La teoría TPACK de Koehler et al. (2013) ha enfatizado sobre la integración efectiva de la tecnología en la enseñanza. ...
El uso de las tecnologías se ha convertido en uno de los ejes fundamentales que contribuye al mejoramiento de la calidad educativa, todo ello debido a las distintas herramientas y opciones que brinda, fortaleciendo así el proceso educativo íntegramente. Hoy día, se ha convertido en un elemento indispensable para el desenvolvimiento de los diversos procesos de la sociedad, donde no queda exento el sector educativo. De esta forma, el papel que juegan los docentes es crucial, por lo que el componente motivacional de estos durante el desarrollo del proceso educativo debe poseer una estabilidad que facilite los resultados finales del proceso en su totalidad. De esta manera, este estudio pretende explorar las diversas motivaciones que impulsan a los docentes de la Plataforma de Acción, Gestión e Investigación Social S.A.S, ubicada en Colombia. Para ello, se llevó a cabo un estudio con enfoque cualitativo, el cual se apoyó de entrevistas en profundidad, revelando que existe motivación tanto por razones personales, como por la pasión de la enseñanza y el deseo de compartir conocimiento, así como por razones pedagógicas. En este sentido, esta investigación abre la puerta a futuros estudios que comparen estos hallazgos con otros contextos educativos o que examinen la evolución de las motivaciones docentes en la educación digital a lo largo del tiempo.
... Across varied contexts, the integral fusion of content, pedagogy, and technology indicates TPACK's practical application (Shafie et al., 2019). The educators' expertise in these domains serves as the impetus for elevating technology integration from a preliminary level to a transformative force in mathematics education (Alrwaished et al., 2017;Koehler et al., 2009). This interplay does not merely illustrate the symbiotic relationship among these knowledge domains and corroborates the premise that a robust TPACK framework is foundational for successful technological integration (Li et al., 2024). ...
This study examines the multifaceted aspects of using digital technology in Chinese primary mathematics education through qualitative analysis. Participants included eight primary mathematics teachers and five vice-principals from four primary schools in Chongqing. Through in-depth interviews with these teachers and leaders, the research uncovers a complex interplay of internal and external influences on technology use. These influences range from individual attitudes and teachers' pedagogical beliefs to systemic factors like infrastructure and resource access. Based on these findings, the study proposes the Technological Pedagogical Readiness framework (TPR), which encapsulates the intricate interplay of these factors. The framework advocates for a balanced consideration of internal influences, such as Technological Pedagogical Content Knowledge (TPACK) and attitudes towards technology integration, and external influences, including educational environment, teacher professional development, educational challenges, students’ technology literacy and parental and community involvement. This framework, developed from the analysis, represents an initial step towards a more comprehensive model for using digital technology in education. It informs theoretical discussions and practical applications, providing a foundation for future curriculum development, teacher training initiatives, and policy considerations. The study's approach to proposing this framework reflects its developmental nature and underscores the need for further empirical validation. This research aims to inspire continued exploration into practical strategies for enhancing mathematics teaching and learning in the digital era by contributing a novel perspective to the ongoing dialogue on digital technology in education.
In this chapter, we investigated the potential applications of human-centered machine learning (HCML) throughout the educational sector. To improve educational procedures, it emphasizes the necessity of combining computer and human intelligence. The purpose of this chapter is to examine the potential applications of HCML in building classrooms that are engaging, interactive, and inviting to students of all abilities. Making information more accessible, customizing course materials to fit increasing industry requirements, and personalizing the learning experience via the use of human-centered machine learning are some of the topics that are discussed in this chapter. Moreover, concerns about privacy, ethical concerns, and biases found in instructional machine learning are some of the important topics that are discussed in this chapter. In its last section, the chapter examines the effect that HCML will have on education in the future, as well as the socio-technological framework that will be required to bring about these changes. This chapter is a crucial resource for those in the business sector, government, and academia who are interested in the relationship between technology and education.
The integration of technology in schools, specifically in teaching English First Additional Language (EFAL), has become vital in the education sector as a means of preparing learners and teachers for 21st-century classrooms. As the literature shows, the integration of technology allows learners to engage deeply with content and promotes authentic learning. The TPACK theory was used in this study to examine how South African primary school teachers in rural areas of Limpopo integrated technology into the teaching of EFAL in schools. The study adopted an interpretive paradigm and followed a qualitative research approach. A case study research design was also used. Data was collected from five primary schools, following purposive sampling to select 11 participants. The researchers used semi-structured interviews to collect data from the participants. It was found that most teachers in Limpopo primary schools cannot use technology in the classroom. The study further revealed that the schools could not afford the cost of internet connectivity. Even though some participants demonstrated that they could use technology for teaching and learning, they could not integrate it for effective participation in the classroom. The study concluded that the use of technology for teaching EFAL promotes quality teaching and learning and could also improve authentic learning. It is therefore recommended that teachers and learners be trained on how to use technology as part of the teaching and learning process. Moreover, the study recommended that higher education institutions and other stakeholders strengthen technological support to schools, for the effective teaching of EFAL and other subjects. This study offers stakeholders of the education system with guidelines on how to use technology for teaching and learning. Keywords: Authentic Learning, English First Additional Language, Pedagogy, Rural Schools, Technology
Vor dem Hintergrund einer u. a. durch die Digitalisierung bedingten Verschiebung von Kompetenzanforderungen an Lernende bei gleichzeitig wachsenden digitalen Möglichkeiten an beruflichen Schulen muss nicht nur von einer neuen digitalen Rea-lität beruflicher Lernprozesse, sondern auch von einer neuen Realität beruflicher Lehrprozesse ausgegangen werden. Wie ein digital gestützter Unterricht für die kauf-männische Bildung aussehen kann und welche professionellen Kompetenzen von Lehrkräften hierfür relevant sein könnten, wird am Beispiel der an der Universität Mannheim entwickelten Bürosimulation LUCA 1 erörtert. Der Beitrag geht konzeptio-nell-induktiv anhand der LUCA-Funktionen eines konkreten Anwendungsbeispiels sowie Modellen digitaler Lehrkompetenzen der Frage nach, welche Unterrichtskom-petenzen diesbezüglich bei Lehrkräften erforderlich sind. Im Ergebnis werden spezifische Aspekte digitaler Unterrichtskompetenz identifiziert, die für die Anwendung virtueller Lernsimulationen, wie der LUCA-Bürosimulation, hilfreich sind.
This study aims to determine the e‐learning readiness of Turkish family physicians and to obtain the views of program instructors to design the e‐learning system. An online questionnaire was applied, and 1172 family physicians answered, and a semi‐structured interview was done with the program educators. Infrastructure and equipment readiness was 77.64%, and there was a need for quantitative and qualitative improvements. Online learning readiness was 75.13%, and efforts were needed to develop education and online culture. Information technology readiness was 74.47%, and there was a need to develop information technology knowledge. Attitude readiness was 64.22%, and it was insufficient; it was understood that behaviour and desire need to be developed more to improve. Considering demographic characteristics, age was the strongest and most significant predictor of e‐learning readiness. In the interviews with the program trainers, e‐learning training, development of human resources capacity, increasing enthusiasm for technology, use of asynchronous course format, and development of online culture were indicated for improving an e‐learning system for trainers. It was concluded that information technology readiness moderately affected online learning and attitude readiness but slightly affected equipment and infrastructure readiness. As a result, it showed that 72.80% of Turkish family physicians were ready for e‐learning and needed several improvements for sufficient e‐learning readiness.
The advancement of generative artificial intelligence (AI) presents innovative opportunities and new challenges across various industries and academic fields. Particularly, recent advancements in generative AI, which can create images from text, are introducing new challenges in the field of graphic design education. This study discusses methods of graphic design education utilising generative AI, based on workshops conducted in the "Visual Culture and Contemporary Art" course in the first semester of 2023. Students utilised generative AI, such as Midjourney and DALL‐E, based on the "Technology Pedagogical Content Knowledge (TPCACK)" model, to create posters depicting European design history. Through the analysis of case studies and survey results, researchers confirmed that graphic design education in the era of generative AI requires different educational goals and methods from those of traditional education. Students require AI visual literacy skills to accurately convey images using suitable keywords. Additionally, it was discovered that preliminary design processes such as trend analysis and research have become more crucial. Additionally, educators should provide students with opportunities to derive creative keywords through graphic storytelling and present a vision as content creators who combine science, art, and technology. This research provides guidelines for the roles of graphic designers and the direction of visual design education in the era of generative AI.
Computational Thinking (CT) is viewed as a set of foundation skills required to solve problems efficiently and effectively, with or without the use of technology. It has also been argued that CT can provide connections between computing and other core curriculum areas which can be beneficial for student learning outcomes. However, there are still gaps in elementary teachers’ understanding of CT, and how to integrate CT within the core curriculum. This qualitative study used a case study approach and examined how elementary teachers from a school district in the Midwest of the United States learned CT and designed CT-integrated lessons. We used the Interconnected Model of Professional Growth (IMPG) as a framework to structure our understanding of what factors within each domain supported or undermined the teachers when learning and integrating CT across core curriculum areas. Our study provides insight on what factors can support or impede elementary teachers’ understanding of CT and CT integration.
The ability to teach with technology is the uppermost thing that teachers need to develop for teaching in this modern world society. Thisstudy investigated the effect of Technology and Information in a Mathematics education course based on the Technological Pedagogical Content Knowledge (TPACK) framework on Pre-Service Mathematics teachers' TPACK. The data was collected from 23 pre service mathematics teachers at a university in Bangkok, Thailand. The course was designed by synthesizing existing literature on the TPACK framework and tailoring it to the specific needs and technological resources available to the participants. We used content analysis and intelligent verbatim transcription techniques to analyze pre-service mathematics teachers' TPACK from the video-recorded micro-teaching sessions and lesson plans. The result indicated that the Mathematics TPACKbased course positively affected pre-service Mathematics teachers' TPACK. It is recommended that instructors should prioritize the pre-service teachers' ability to formulate relevant questions to strengthen student learning in mathematics.
Cet article expose l’origine, les éléments constitutifs et les fonctions d’une grille de paramétrage conçue pour accompagner, de leur conception à leur régulation, la mise en œuvre de dispositifs de mentorat par des professeurs de l’enseignement supérieur. Il spécifie les raisons d’être de ce type d’outil conceptuel et praxéologique et en illustre des usages par l’analyse de trois dispositifs déployés dans le cadre d’un programme de mentorat testé dans 9 établissements francophones belges. La grille et ses applications pratiques intéresseront chercheurs, décideurs et acteurs travaillant sur la transition secondaire-supérieur, dont relève ce type d’aide à la réussite encore peu fréquent dans le contexte francophone européen.
Rapid technological developments have heightened global interest in pedagogically sound uses of information and communication technologies (ICTs) in education. However, universal principles for ICT integration need to better align with the local realities of teachers and schools for optimal uptake. Using Chile and Finland as case studies, this research summarizes, appraises, and synthesizes literature on teachers’ ICT uses before and during the pandemic. Adopting a ‘glocal’ framework (Manca et al., 2021), the study identifies local and global trends in ICT uses, including potential research shifts that carry implications for both theory and practice. A systematic literature review was conducted to examine Finnish and Chilean teachers’ ICT uses as reported in studies across five databases. The search was limited to peer-reviewed, English-language publications over a thirteen-year period and yielded 26 high-quality papers that were analyzed using meta-aggregation. Findings reveal that the reported ICT uses depended on the research methods employed to study these where qualitative studies documented innovative uses and quantitative studies more traditional uses of ICT. During the pandemic, research shifted to focus more on teacher experiences with Finnish studies highlighting positive ICT-related experiences and Chilean studies negative experiences including teachers’ lack of training and practical issues. Based on the findings, recommendations are given to continue to enhance ICT integration both locally and globally.
Education is already hovering on the edge of the Education 4.0 revolution fueled by technology integration and student participation. Therefore, Education 4.0 eliminates rigid structures, lectures and focuses on teachers as Education 4.0 is meant for digital generation providing a flexible learning process that is continuous. Central to this shift is the Smart Hybrid Learning System, which brings together models such as the Challenge Based learning and the Case Based learning in dynamic online environments. Enhancing learning solution; online learning platforms, LMS, AI, IoT provide rich engagement solutions. Today's school structures fail to capture such changing needs, which puts emphasis on old fashioned approaches. Such classroom practices as the flipped and smart classroom helps overcome these gaps but issues with implementation is still an issue with issues to do with infrastructure and digital divide. Education 4.0 is the strategic direction towards mass, choice and flexibility for learning in the era of volatility.
Introduction and Purpose: Climate change, a critical global challenge, necessitates action across all sectors, including education. SDG13 (Climate Action) emphasizes the role of education in fostering awareness, critical thinking, and behavioral shifts towards sustainability. Traditional teaching methods often fail to connect theoretical climate knowledge with practical applications. Digital platforms present an innovative solution, offering interactive and engaging approaches. This study aims to evaluate the effectiveness of digital platforms in teaching SDG13 across 15 Greek secondary schools by 2024, focusing on knowledge acquisition, student engagement, and behavioral change.
Materials and Methods: A comprehensive literature review was conducted, analyzing international best practices and local case studies. This included an evaluation of digital tools such as virtual simulations, gamified learning environments, and collaborative platforms. The research also identified barriers such as limited technological infrastructure, teacher training needs, and disparities in access to digital resources. The selected Greek secondary schools were assessed for their readiness to adopt these platforms and their potential impact on
achieving SDG13 educational goals.
Results: Preliminary findings suggest that digital platforms significantly enhance climate education by improving student engagement, fostering collaborative learning, and personalizing educational experiences. However, challenges such as the digital divide and resource constraints hinder their widespread adoption. International examples from countries like Finland and Denmark highlight successful integration strategies that can inform Greek educational policies.
Discussion and Conclusion: This study underscores the transformative potential of digital platforms in climate education. By addressing existing barriers and leveraging innovative tools, Greek secondary schools can align with global sustainability goals and empower students to become climate-conscious leaders. The findings provide actionable insights for policy, curriculum development, and teacher training, paving the way for effective SDG13 implementation by 2025.
The Technological Pedagogical and Content Knowledge (TPACK) framework is a cornerstone in teacher education, equipping educators with the skills to effectively integrate technology into their teaching practices. However, there is a noticeable research gap in the specific application of TPACK training to enhance chemistry core competencies (CCCs). This study, a collaborative effort with 32 Indonesian pre-service chemistry teachers (28 females and four males) from a public university, sets out to fill this gap by exploring the development of their knowledge of technological integration, with a focus on promoting core competencies in chemistry. We designed and implemented a TPACK-CCCs training intervention, a beacon of hope in teacher education, to foster both declarative and procedural knowledge in a technology-infused inquiry learning environment in chemistry. A mixed-methods approach was employed, involving pre- and post-intervention assessments to measure changes in declarative and procedural knowledge framed with TPACK through a multiple-choice TPACK test and chemistry competencies lesson plan design. The results brought about significant improvements in the pre-service teachers’ specific and overall TPACK. These findings paint a promising picture, suggesting that the TPACK-CCCs training intervention can effectively prepare pre-service teachers to incorporate digital technology in ways that enrich inquiry-based chemistry education and foster CCCs. The implications for teacher education programs and future research directions are discussed in a positive light.
Yapılan araştırmada sınıf öğretmenlerinin matematik öğretimine karşı tutumlarının öğretim programı okuryazarlıkları ve matematik için teknolojik pedagojik alan bilgileriyle ilişkisini ortaya koymak amaçlanmaktadır. Nicel araştırma yaklaşımının benimsendiği bu araştırma, ilişkisel araştırma modeline uygun biçimde tasarlanmıştır. Araştırmanın evrenini 2023-2024 eğitim öğretim yılında Elazığ il merkezindeki ilkokullarda görev yapan sınıf öğretmenleri oluşturmaktadır. Araştırmanın örneklemini ise evrende yer alan sınıf öğretmenleri arasından oransız küme örneklemi yöntemi ile belirlenen 712 sınıf öğretmeni oluşturmaktadır. Araştırma verileri 4 farklı veri toplama aracı ile toplanmıştır. Araştırmada kullanılan veri toplama araçları “Kişisel Bilgi Formu”, “Öğretmenlerin Program Okuryazarlıkları Ölçeği”, “Matematik İçin Teknolojik Pedagojik Alan Bilgisi Ölçeği” ve “Matematik Öğretimi Tutum Ölçeği” şeklindedir. Araştırmada verilerin analizi sürecinde öncelikle verilerin normal dağılımını belirleme çalışmaları yapılmıştır. Verilerin normal dağılım gösterdiği tespit edildikten sonra analiz sürecinde çıkarımsal istatistiki yöntemler içerisinde yer alan parametrik testlerden Bağımsız Örneklemler t-Testi, Tek Yönlü Varyans Analizi, Pearson Momentler Çarpımı Korelasyon, Çoklu Doğrusal Regresyon Analizi kullanılmıştır. Araştırmada sınıf öğretmenlerinin matematik öğretimine karşı tutumlarının öğretim programı okuryazarlıkları ve matematik için teknolojik pedagojik alan bilgileri ile anlamlı bir ilişkisi olduğu görülmektedir. Araştırmada yordayan değişkenlerden öğretim programı okuryazarlığı ve teknolojik pedagojik alan bilgisinin boyutlarından teknolojik bilgi, pedagojik bilgi ve bağlam bilgisinin matematik öğretimine karşı tutumu anlamlı şekilde etkilediği belirlenmiştir.
Learning is inherently a social process as outlined by the theory of constructivism. Learners construct knowledge via active participation and experience. Meaningful learning requires multiple means of engagement, representation of materials, and assessment. The current challenges in physics teaching-learning are understanding of the learning mechanism, designing of proper instructional materials, and use of student-engagement strategies that help them in long-term retention of the concepts. Pedagogical research shows that the teaching-learning process should be learner-centered where the learners will take ownership of their learning. This paper provides a review of various Research-Based Instructional Strategies (RBIS) designed to enhance physics education through learner-centered and authentic teaching practices. The literature shows that the use of RBIS fosters a more engaging learning environment, students’ deeper understanding of the material, and higher retention rates. This paper also explores the limitations of traditional lecture-based pedagogy and emphasizes the need for active learning approaches. Furthermore, it addresses challenges in implementing RBIS, such as large class sizes, time constraints, instructional resource availability, and so on. Finally, we summarize our effort to disseminate the RBIS within the Nepali physicists’ community.
Blended learning has been popular in higher education as a strategy to enrich learner experiences through the integration of digital technology with face-to-face instruction. Despite the growing adoption of blended learning at the institutional level in recent years, there remain gaps in our understanding of its dynamics, presenting challenges for university leaders in establishing crucial support mechanisms for both lecturers and students. This chapter employs a case study approach to delve into this issue, specifically examining the drivers and barriers influencing the adoption and diffusion of blended learning at the institutional level. Participants were 24 lecturers and six university executives involved in institutional adoption of blended learning. Semi-structured interviews were conducted, and relevant university documents were gathered and analysed. Results indicate that institutional agenda, restructuring, and clarifying played pivotal roles in facilitating the adoption and diffusion of blended learning. However, the study also identified several obstacles hindering the adoption process, including negative beliefs and attitudes among lecturers, low self-efficacy, technical challenges, and a lack of institutional readiness. These findings have significant implications for universities aiming for diffusion of innovations, specifically blended learning at the institutional level.
Science and Social (IPAS) program offers a unique opportunity for students to engage with subject matter that is closely aligned with their daily lives. The IPAS program is designed to provide students with a comprehensive understanding of geographical conditions, ecosystems, and the surrounding environment. The program's objective is to provide students with an initial understanding of the potential wealth of Indonesia's natural resources in both agrarian and maritime fields. To facilitate this comprehension, educators must construct curricula that are malleable and situated within the real-world contexts of their students' lives, thereby rendering learning more meaningful. The objective of this research is to develop IPAS learning using the Discovery model with the assistance of TPACK, in order to facilitate the accommodation of students' diverse learning needs and the internalization of maritime awareness in their daily lives. This research was conducted using the research and development (R&D) method, employing the Lee & Owen model, which encompasses the following stages: needs assessment and front-end analysis, design, development, implementation, and evaluation. The trial design utilized in this development research consisted of a single group of 30 students from SDI Aisyiyah Jatinom, Blitar. The results of the trial demonstrate that the developed product meets the criteria for moderate effectiveness. This can be evidenced by the more active and explorative learning process, whereby students proactively offer opinions on the problems presented. Furthermore, the results of in-depth observations and interviews regarding the meaningfulness of maritime learning using the TPACK-assisted Discovery model are also discussed.
Although examining teachers’ various areas of knowledge in classroom practices has attracted considerable attention during recent decade, a short multidimensional questionnaire to assess the interactions of the knowledge domains with teachers’ technological knowledge is unavailable in the literature. Thus, this research presents a self-assessment instrument for obtaining English as a Foreign/Second Language (EFL/ESL) teachers’ technological pedagogical content context knowledge. To develop and validate this instrument a seven-step procedure was followed: conducting interviews and content analysis, generating item bank, generating item pool, obtaining expert judgment, administering pilot to 587 EFL teachers, carrying out statistical analyses, and collecting experts’ final reviews. The statistical procedures included Cronbach’s alpha, Composite Reliability (ρc), Average Variance Extracted (AVE), Exploratory Factor Analysis (EFA), and Confirmatory Factor Analysis (CFA). The findings of the reliability and validity measures indicated that the TPACCxK instrument, which consists of 49 items, is a valid and reliable tool for examining the TPCCxK of EFL teachers. A five-factor loading, encompassing TK (Technological Knowledge), TCK (Technological Content Knowledge), TPK (Technological Pedagogical Knowledge), TCxK (Technological Context Knowledge), and TPCCxK (Technological Pedagogical Content Context Knowledge), were extracted from the EFA and confirmed through CFA. The introduced questionnaire is hoped to serve research and educational purposes.
– In this study, it was aimed to develop a valid and reliable scale to evaluate the use of the Flipped Classroom Model in secondary school mathematics teaching. The study design was determined as a survey design. In the process of developing the scale, an item pool was first created and expert opinion was obtained. Adjustments were made according to the opinions of experts. The study group was determined by simple random sampling and the application was carried out with a total of 871 middle school students from grades 5, 6, 7, and 8. According to the data obtained, validity and reliability analyses of the scale were conducted with SPSS and AMOS programs. The Flipped Classroom Model Evaluation (FCME) Scale consists of two subscales: the “Evaluation of Teaching Conducted with Video Lessons” (ETCVL) subscale and the “Evaluation of Teaching Conducted with Face-to-Face Lessons” (ETCFFL) subscale. As a result of the analyses, the FCME scale consisting of 32 items in total was developed. The reliability coefficient of the ETCVL subscale was .846, the reliability coefficient of the ETCFFL subscale was .775 and the reliability coefficient of the scale as a whole was .886. As a result of the analysis, it was determined that the FCME Scale is valid and reliable.
Although the conditions for successful technology integration finally appear to be in place, including ready access to technology,
increased training for teachers, and a favorable policy environment, high-level technology use is still surprisingly low.
This suggests that additional barriers, specifically related to teachers' pedagogical beliefs, may be at work. Previous researchers
have noted the influence of teachers' beliefs on classroom instruction specifically in math, reading, and science, yet little
research has been done to establish a similar link to teachers' classroom uses of technology. In this article, I argue for
the importance of such research and present a conceptual overview of teacher pedagogial beliefs as a vital first step. After
defining and describing the nature of teacher beliefs, including how they are likely to impact teachers' classroom practice
I describe important implications for teacher professional development and offer suggestions for future research.
In this study, we followed three faculty members' experiences with designing and teaching online courses for the first time. In order to complete the activity, the faculty members had to work collaboratively with others across the university. Activity theory provided a framework within which to study faculty members' collaborative activities with members of different activity systems that had different goals, tools, divisions of labor and accountabilities. In concordance with activity theory, such differences led to contradictions, disturbances, and transformations in thinking and work activities. The results of the study have implications for individuals and systems undertaking technology integration in teaching.
The impetus for this paper stems from a concern about directions and prog-ress in the measurement of the Technological Pedagogical Content Knowledge (TPACK) framework for effective technology integration. In this paper, we develop the rationale for using a seven-criterion lens, based upon contem-porary validity theory, for critiquing empirical investigations and measure-ments using the TPACK framework. This proposed seven-criterion lens may help researchers map out measurement principles and techniques that ensure reliable and valid measurement in TPACK research. Our critique of existing TPACK research using these criteria as a frame suggests several areas of theo-rizing and practice that are likely impeding the press for measurement. First are contradictions and confusion about the epistemology of TPACK. Second is the lack of clarity about the purpose of TPACK measurement. Third is the choice and use of measurement models and techniques. This article illustrates these limitations with examples from current TPACK and measurement-based research and discusses directions and guidelines for further research. (
With the increasing popularity and accessibility of the Internet and Internet- based technologies, along with the need for a diverse group of students to have alternative means to complete their education, there is a major push for K-12 schools to offer online courses, resulting in a growing number of online teachers. Using the Tailored Design survey methodology (Dillman, 2007), this study examines a national sample of 596 K-12 online teachers and measures their knowledge with respect to three key domains as described by the TPACK framework: technology, pedagogy, content, and the combination of each of these areas. Findings indicate that knowledge ratings are highest among the domains of pedagogy, content, and pedagogical content, indicating that responding online teachers felt very good about their knowledge related to these domains and were less confident when it comes to technology. Correlations among each of the domains within the TPACK framework revealed a small relationship between the domains of technology and pedagogy, as well as technology and content (.289 and .323, respectively). However, there was a large correlation between pedagogy and content (.690), calling into question the distinctiveness of these domains. This study presents a beginning approach to measuring and defining TPACK among an ever-increasing number of K-12 online teachers.
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
Investigates how psychological science's increased understanding of the nature of human thinking and problem solving has contributed to instructional practices that might foster these higher-order abilities. A brief discussion of the implications of past theories for the teaching of thinking introduces a description of a sample of current programs for improving reasoning and problem-solving skills and related learning abilities. These current programs include process-oriented programs, programs that use generally familiar knowledge, problem-solving heuristics in well-structured domains, and logical thinking in the context of the acquisition of basic skills. These efforts are considered in light of current theory and findings in cognitive science, developmental psychology, and the study of human intelligence. The interaction between the development of problem-solving and learning skills and the acquisition of structures of domain-specific knowledge is discussed. Suggestions are made for developing thinking abilities in the context of the acquisition of knowledge and skill. (58 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Characterizes teaching as a complex cognitive skill amenable to analysis in a manner similar to other skills described by cognitive psychology. A formal model of the process of instruction in elementary mathematics is presented and examined in light of empirical data from 8 expert and 4 novice teachers. The model's perspective is that teaching skill rests on 2 fundamental knowledge systems: lesson structure and subject matter. Instructional segments were analyzed to clarify the nature of instructional action and goal systems that support competence. The expert teachers were shown to be characterized by use of well-practiced routines, effective application of guided or monitored practice, methods of obtaining feedback on the performance of all children, and efficient presentation of material. Analyses of specific teaching episodes are presented. (23 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
This paper describes strategies used by the authors to assist preservice social studies teachers with understanding and applying models and practices for effectively integrating technology into their future classrooms—thus, strengthening the link between technology and pedagogy (or technological pedagogical content knowledge). Efforts with preservice teachers described here have been informed by the authors' successes assisting in-service teachers with understanding how technology can empower inquiry-based teaching practices in social studies classrooms, as well as efforts to more fully integrate technology into the overall teacher education programs at the authors' institutions.
Instructional planning activity types as vehicles for curriculum-based TPACK development. In C. D. Maddux, (Ed.). Research highlights in technology and teacher education 2009 (pp. 99-108). Chesapeake, VA: Society for Information Technology in Teacher Education (SITE). Abstract: Teachers' knowledge is situated, event-structured, and episodic. Technology, pedagogy and content knowledge (TPACK) – one form of highly practical professional educational knowledge – is comprised of teachers' concurrent and interdependent curriculum content, general pedagogy, and technological understanding. Teachers' planning – which expresses teachers' knowledge-in-action in pragmatic ways --is situated, contextually sensitive, routinized, and activity-based. To assist with the development of teachers' TPACK, therefore, we suggest using what is understood from research about teachers' knowledge and instructional planning to form an approach to curriculum-based technology integration that is predicated upon the combining of technologically supported learning activity types within and across content-keyed activity type taxonomies. In this chapter, we describe such a TPACK development method.
We tend to think of technology as a set of tools to perform a specific function. These tools are often portrayed as mechanistic, exterior, autonomous, and concrete devices that accomplish tasks and create products. We do not generally think of them as intimately entwined with social and biological lives. But literacy technologies, such as pen and paper, index cards, computer databases, word processors, networks, e-mail, and hypertext, are also ideological tools; they are designed, accessed, interpreted, and used to further purposes that embody social values. More than mechanistic, they are organic, because they merge with our social, physical, and psychological beings. Thus, we need to look more closely at how technologies are realized in given settings. We may find that technological tools can be so embedded in the living process that their status as technologies disappears. published or submitted for publication is peer reviewed
this article. Although there would be enormous diVerences as we looked from person to person or across time, we would inevitably see an array of communication and information technologies in each case, including, perhaps, books, paper and pen, blackboards, overhead transparencies, filing cabinets, index cards, copy machines, scanners, word processors, or Internet. Just listing the technologies in use would tell us something, but not that much. We would instead need to find out how those technologies were JLR
In this chapter we reviewed a wide range of approaches to measure Technological Pedagogical Content Knowledge (TPACK). We identified recent empirical studies that utilized TPACK assessments and determined whether they should be included in our analysis using a set of criteria. We then conducted a study-level analysis focusing on empirical studies that met our initial search criteria. In addition, we conducted a measurement-level analysis focusing on individual measures. Based on our measurementlevel analysis, we categorized a total of 141 instruments into five types (i.e., self-report measures, open-end questionnaires, performance assessments, interviews, and observations) and investigated how each measure addressed the issues of validity and reliability. We concluded our review by discussing limitations and implications of our study.
we use the expression "random access instruction" to refer to a cluster of fundamental issues brought into play by nonlinear learning with random access media / this chapter discusses a unified theoretical approach to those fundamental issues, an approach that provides a foundation of principles to guide random access instruction
the research discussed in this chapter illustrates aspects of a general theoretical orientation to knowledge acquisition and application in complex content domains
argue for the suitedness of this theory to the special needs of random access instruction
although this chapter is primarily concerned with the application of theoretical issues of advanced learning on complex topics to a particular instructional approach, there is also a focus on one illustrative context for the discussion: a computer program in the area of literary comprehension and the understanding of complex patterns of individual behavior
the project that is the primary focus of this chapter uses a random access (i.e., interactive programmable) videodisc of the complexly structured classic film "Citizen Kane" / the use of programmable video to construct multiple "texts" is intended to prepare learners (better than instruction with a standard linear schema for the film would) to go beyond the ability to merely reproduce the instruction they received, and instead to be able to independently apply the instructed knowledge to new situations (PsycINFO Database Record (c) 2012 APA, all rights reserved)
To study productive thinking where it is most conspicuous in great achievements is certainly a temptation, and without a doubt, important information about the genesis of productive thought could be found in biographical material. A problem arises when a living creature has a goal but does not know how this goal is to be reached. Whenever one cannot go from the given situation to the desired situation simply by action, then there has to be recourse to thinking. The subjects ( S s), who were mostly students of universities or of colleges, were given various thinking problems, with the request that they think aloud. This instruction, "Think aloud", is not identical with the instruction to introspect which has been common in experiments on thought-processes. While the introspecter makes himself as thinking the object of his attention, the subject who is thinking aloud remains immediately directed to the problem, so to speak allowing his activity to become verbal. It is the shift of function of the components of a complex mathematical pattern—a shift which must so often occur if a certain structure is to be recognized in a given pattern—it is this restructuration, more precisely: this transformation of function within a system, which causes more or less difficulty for thinking, as one individual or another tries to find a mathematical proof.
GeoThentic, an online teaching and learning environment, focuses on engaging teachers and learners in solving real-world geography problems through use of geospatial technologies. The design of GeoThentic is grounded on the technology, pedagogy, and content knowledge (TPACK) framework as a metacognitive tool. This paper describes how the TPACK framework has informed the authors' design endeavors and how a set of assessment models within GeoThentic can be used to assess teachers' TPACK.
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.
This paper describes a framework for teacher knowledge 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 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 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 technological pedagogical content knowledge (TPACK) framework is increasing in use by educational technology researchers around the world who are interested in issues related to technology integration. Much that is good can be found in the TPACK framework; however considerable theoretical work needs to be done if TPACK research is to cohere and constructively strengthen the field of educational technology. This paper uses Whetten’s (1989) criteria for theory building as a lens for examining the TPACK framework. Specific weaknesses are identified, which in turn suggest areas needing theoretical development. This paper calls for researchers to increase emphasis on using research findings to constructively build common definitions and understandings of the TPACK constructs and the boundaries between them.
Research in the area of educational technology has often been critiqued for a lack of theoretical grounding. In this article we propose a conceptual framework for educational technology by building on Shulman's formulation of "pedagogical content knowledge" and extend it to the phenomenon of teachers integrating technology into their pedagogy. This framework is the result of 5 years of work on a program of research focused on teacher professional development and faculty development in higher education. It attempts to capture some of the essential qualities of teacher knowledge required for technology integration in teaching, while addressing the complex, multifaceted, and situated nature of this knowledge. We argue, briefly, that thoughtful pedagogical uses of technology require the development of a complex, situated form of knowledge that we call Technological Pedagogical Content Knowledge (TPCK). In doing so, we posit the complex roles of, and interplay among, three main components of learning environments: content, pedagogy, and technology. We argue that this model has much to offer to discussions of technology integration at multiple levels: theoretical, pedagogical, and methodological. In this article, we describe the theory behind our framework, provide examples of our teaching approach based upon the framework, and illustrate the methodological contributions that have resulted from this work.
Sherry Turkle is rapidly becoming the sociologist of the Internet, and that's beginning to seem like a good thing. While her first outing, The Second Self: Computers and the Human Spirit, made groundless assertions and seemed to be carried along more by her affection for certain theories than by a careful look at our current situation, Life on the Screen is a balanced and nuanced look at some of the ways that cyberculture helps us comment upon real life (what the cybercrowd sometimes calls RL). Instead of giving in to any one theory on construction of identity, Turkle looks at the way various netizens have used the Internet, and especially MUDs (Multi-User Dimensions), to learn more about the possibilities available in apprehending the world. One of the most interesting sections deals with gender, a topic prone to rash and partisan pronouncements. Taking as her motto William James's maxim "Philosophy is the art of imagining alternatives," Turkle shows how playing with gender in cyberspace can shape a person's real-life understanding of gender. Especially telling are the examples of the man who finds it easier to be assertive when playing a woman, because he believes male assertiveness is now frowned upon while female assertiveness is considered hip, and the woman who has the opposite response, believing that it is easier to be aggressive when she plays a male, because as a woman she would be considered "bitchy." Without taking sides, Turkle points out how both have expanded their emotional range. Other topics, such as artificial life, receive an equally calm and sage response, and the first-person accounts from many Internet users provide compelling reading and good source material for readers to draw their own conclusions.
Continuing his exploration of the organization of complexity and the science of design, this new edition of Herbert Simon's classic work on artificial intelligence adds a chapter that sorts out the current themes and tools -- chaos, adaptive systems, genetic algorithms -- for analyzing complexity and complex systems. There are updates throughout the book as well. These take into account important advances in cognitive psychology and the science of design while confirming and extending the book's basic thesis: that a physical symbol system has the necessary and sufficient means for intelligent action. The chapter "Economic Reality" has also been revised to reflect a change in emphasis in Simon's thinking about the respective roles of organizations and markets in economic systems.
In this study, we followed three faculty members' experiences with designing and teaching online courses for the first time. In order to complete the activity, the faculty members had to work -collaboratively with others across the university. Activity theory provided a framework within which to study faculty members' collaborative activities with members of different activity systems that had different goals, tools, divisions of labor and accountabilities. In concordance with activity theory, such differences led to contradictions, disturbances, and transformations in thinking and work activities. The results of the study have implications for individuals and systems undertaking technology integration in teaching.
Life in the classroom
- P W Jackson
Jackson, P. W. (1968). Life in the classroom. New York, NY: Holt, Rinehart
and Winston.
Technology, representation, and cognition: The prefiguring of knowledge in cognitive flexibility hypertexts
- P Mishra
- R J Spiro
- P J Feltovich
Mishra, P., Spiro, R. J., & Feltovich, P. J. (1996). Technology, representation, and cognition: The prefiguring of knowledge in cognitive flexibility hypertexts. In H. van Oostendorp & A. de Mul (Eds.), Cognitive
aspects of electronic text processing (pp. 287-305). Norwood, NJ: Ablex.
National Research Council Committee on Information Technology Literacy. (1999). Being fluent with information technology literacy. Washington, DC: National Academy Press.
National Research Council. (2000). How people learn: Brain, mind, experience, and school. Washington, DC: National Academy Press.
Intelligent design creationism and its critics: Philosophical, theological & scientific perspectives
- R Pennock
Pennock, R. (2001). Intelligent design creationism and its critics: Philosophical, theological & scientific perspectives. Cambridge, MA: MIT Press.
Introducing TPCK. AACTE Committee on Innovation and Technology. The handbook of technological pedagogical content knowledge (TPCK) for educators
- M J Koehler
- P Mishra
Koehler, M. J., & Mishra, P. (2008). Introducing TPCK. AACTE Committee on Innovation and Technology. The handbook of technological
pedagogical content knowledge (TPCK) for educators (pp. 3-29). Mahwah,
NJ: Lawrence Erlbaum Associates.
What is technological pedagogical content knowledge? Contemporary Issues in Technology and Teacher Education
- M J Koehler
- P Mishra
Koehler, M. J., & Mishra, P. (2009). What is technological pedagogical
content knowledge? Contemporary Issues in Technology and Teacher Education, 9(1). Retrieved from http://www.citejournal.org/vol9/iss1
/general/article1.cfm.
How people learn: Brain, mind, experience, and school
National Research Council. (2000). How people learn: Brain, mind, experience, and school. Washington, DC: National Academy Press.