Pre-service Teachers’ Developing Technological Pedagogical Content Knowledge (TPACK) and Beliefs on the Use of Technology in the K-12 Mathematics Classroom: A Review of the Literature

2014 ◽  
pp. 239-250 ◽  
Author(s):  
Helen Crompton
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Mathematics Classroom ◽  
Technological Pedagogical Content Knowledge ◽  
Review Of The Literature ◽  
Pedagogical Content ◽  
Use Of Technology ◽  
K 12

Teaching and Learning in the Digital Age

2019 ◽  
pp. 1-23
Keyword(s):  
Preservice Teachers ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Teaching And Learning ◽  
Teacher Educators ◽  
Technological Pedagogical Content Knowledge ◽  
Theoretical Description ◽  
Pedagogical Content ◽  
Knowledge For Teaching ◽  
K 12

Technological pedagogical content knowledge (TPACK) is a dynamic theoretical description of teachers' knowledge for designing, implementing, and evaluating curriculum and instruction with digital technologies. TPACK portrays the complex interaction among content knowledge, pedagogical knowledge, and technological knowledge for guiding all teachers (K-12 and higher education faculty) in the strategic thinking of when, where, and how to direct students' learning with technologies. Teacher educators' and educational researchers' acceptance of the TPACK construct mirrors the acceptance of its parent construct of pedagogical content knowledge (PCK). The importance of teachers' continued practice in integrating technologies is essential for extending and enhancing their TPACK. Connections with the knowledge-of-practice construct suggest calling TPACK TPACK-of-practice to more accurately describe the process of the knowledge development efforts for guiding inservice and preservice teachers in gaining, developing, and transforming their knowledge for teaching as new and more powerful technologies emerge for integration in education. Ultimately, the very nature of the TPACK construct describes a transformation of teachers' knowledge for teaching in the 21st century – a century reframed by robust and advanced technologies that have been integrated into the fabric of a more complex social, cultural, and educational environment.

Developing Pre-Service Teachers' Technological Pedagogical Content Knowledge With E-TPCK

2019 ◽  
pp. 350-364
Author(s):  
Charoula Angeli ◽  
Andri Christodoulou
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Learning Experiences ◽  
Technological Pedagogical Content Knowledge ◽  
Control Group ◽  
Pedagogical Content ◽  
Electronic Learning ◽  
Use Of Technology ◽  
Electronic Learning Environment ◽  
Experimental Group

The authors discuss the design of e-TPCK, a self-paced adaptive electronic learning environment that was integrated in a second-year educational technology course to engage pre-service teachers' in rich learning experiences in order to develop their technological pedagogical content knowledge (TPCK) in a personalized way. The system deploys a technological solution that promotes teachers' ongoing TPCK development by engaging them in rich and valuable personalized learning experiences through the use of technology-infused design scenarios, while taking into account teachers' diverse needs, information processing constraints, and preferences. Results from an experimental research design study revealed statistically significant differences between the control group and the experimental group in favor of the experimental group, signifying that students in the experimental group who learned with e-TPCK outperformed the students in the control group in terms of developing TPCK competencies.

scholarly journals Technological Pedagogical Content Knowledge: Testing the Assumptions with Teachers of Bhutan

2021 ◽  
pp. 24-36
Author(s):  
Sangay Chophel
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Gender Gap ◽  
Teacher Certification ◽  
Global Education ◽  
Technological Pedagogical Content Knowledge ◽  
Technology In The Classroom ◽  
Pedagogical Content ◽  
Use Of Technology ◽  
Catch Up

There has been an increased and rejuvenated interest in integrating technology in the day to day lives of the teachers, either due to forced circumstances or to catch up to the global education trend. Teachers’ knowledge and skills in using technology in the classroom is governed by Technological Pedagogical Content Knowledge (TPACK). While there is a plentiful of assumptions regarding the use of technology in the classrooms, this research investigated the technological components of the TPACK framework. Data was collected from 271 teachers in the various parts of the country. Using descriptive and inferential statistics, the scales in the TPACK was analyzed based on participants’ demographic information, such as age, gender, location of the school they are placed at, and teacher certification. Results suggests that there is a gender gap in the scales of TPACK, age and teacher certification are major variables on teachers’ competency and knowledge. Recommendations are discussed.

Technological pedagogical content knowledge - a review of the literature

2012 ◽  
Vol 29 (2) ◽  
pp. 109-121 ◽  
Author(s):  
J. Voogt ◽  
P. Fisser ◽  
N. Pareja Roblin ◽  
J. Tondeur ◽  
J. van Braak
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Technological Pedagogical Content Knowledge ◽  
Review Of The Literature ◽  
Pedagogical Content

scholarly journals Determination of Pre-service Classroom Teachers’ Technological Pedagogical Content Knowledge

2017 ◽  
Vol 5 (2) ◽  
pp. 160 ◽  
Author(s):  
Şendil Can ◽  
Serpil Doğru ◽  
Gülsu Bayir
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Grade Level ◽  
Classroom Teacher ◽  
Technological Pedagogical Content Knowledge ◽  
Classroom Teachers ◽  
Pedagogical Content ◽  
Use Of Technology ◽  
Teacher Education Department ◽  
And Gender

It seems to be a must for teachers and pre-service teachers to have information and skills necessary for the use of technology in education. This requires effective planning of how technology should be integrated into the teacher training curriculums of education faculties and continuous revision of this plan. In this regard, the purpose of the current study is to investigate the pre-service classroom teachers’ technological pedagogical content knowledge in relation to grade level and gender variables. The current study employing the survey model was conducted on 136 first and third year students from the Classroom Teacher Education Department of the Education Faculty at Mugla Sitki Kocman University in the fall term of 2015-2016 academic year. As a data collection tool, a 47-item, 7-factor and five-point Likert type Technological Pedagogical Content Knowledge Scale was used. The collected data were analyzed with independent samples t-test. The findings of the test revealed that the pre-service classroom teachers’ technological pedagogical content knowledge and opinions about the sub-factors do not vary significantly depending on gender and grade level; however, their opinions about the sub-factor of technological knowledge vary significantly depending on grade level.

scholarly journals Technological Pedagogical Content Knowledge (TPACK) in Teaching 21st Century Skills in the 21st Century Classroom

2019 ◽  
Vol 15 (3) ◽  
pp. 24 ◽  
Author(s):  
Hidayu Shafie ◽  
Faizah Abd Majid ◽  
Izaham Shah Ismail
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
21St Century ◽  
21St Century Skills ◽  
Creative Thinking ◽  
Industrial Revolution ◽  
Technological Pedagogical Content Knowledge ◽  
Pedagogical Content ◽  
21St Century Education ◽  
Use Of Technology

This conceptual paper explores the concept of technological pedagogical content knowledge (TPACK) in relation to the teaching of 21st-century skills with the purpose of establishing a relationship between them. Due to the advancement and development of industrial revolution and technology, the education scenario also changes towards 21st-century education, whereby more focus is given on the use of technology and 21st-century skills. The teachers’ roles change, and they are required to not only teach the core subject matters, but they also have to teach and train the students with 21st-century skills. However, not all teachers are well-trained on how to teach those skills to the students, especially when they also have to integrate technology in their teaching as well. Therefore, it is crucial to investigate whether the teachers understand and know how to teach 21st-century skills while integrating technology at the same time. Based on this needs, this paper will discuss the teachers’ knowledge, understanding and application of the TPACK framework by Koehler et al. (2006) and how will this framework affect their teaching of 21st-century skills in the classroom. The 21st-century skills framework suggested by the Malaysian Ministry of Education called the 4C1V (communication, collaboration, critical thinking, creative thinking and values and ethics) which is based on the P21 framework is included in the conceptual framework of this study, along with the TPACK framework. This study will attempt to establish a relationship between these two frameworks through a quantitative study, and the findings from this study would contribute to the knowledge on what aspects or skills that teachers will need to improve in order to teach the 21st-century skills to the students.   KEYWORDS: Pedagogical Content Knowledge (PCK), Technological Pedagogical Content Knowledge (TPACK), 21st Century Education, 21st Century Skills

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