Creating Institutional Technological Pedagogical Content Knowledge—A Case Study through the Eyes of an Educational Technology Support Unit

This study presents the design of an educational technology course for pre-service teachers specific to incorporating computational thinking in K-8 classroom settings. Subsequently, it examines how participation in the course influences pre-service teachers' dispositions and knowledge of computational thinking concepts and the ways in which such knowledge can be combined with content and pedagogy to promote meaningful student outcomes. Data were collected from a self-reported survey and case reports focusing on the design, implementation, and outcomes of computational thinking related lessons in K-8 classrooms. Results indicated that the course positively influenced pre-service teachers’ knowledge of computational thinking concepts, tools, and practices. Yet, some participants demonstrated only surface understanding of computational thinking and were unable to design lessons that meaningfully integrated computational thinking concepts and tools with disciplinary content and pedagogy. Findings have implications for the design of teacher education experiences that help prepare pre-service teachers develop technological pedagogical content knowledge in relation to computational thinking concepts and practices.

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Surveying in-service preschool teachers' technological pedagogical content knowledge

Australasian Journal of Educational Technology ◽

10.14742/ajet.299 ◽

2013 ◽

Vol 29 (4) ◽

Cited By ~ 20

Author(s):

Jyh-Chong Liang ◽

Ching Sing Chai ◽

Joyce Hwee Ling Koh ◽

Ching-Ju Yang ◽

Chin-Chung Tsai

Keyword(s):

Educational Technology ◽

Pedagogical Content Knowledge ◽

Content Knowledge ◽

Technology Use ◽

Preschool Teachers ◽

Technological Pedagogical Content Knowledge ◽

Pedagogical Knowledge ◽

Factor Analyses ◽

Pedagogical Content ◽

Exploratory Factor Analyses

<p>Many teachers are reporting that they need to develop more subject-specific applications of educational technology. However, there seems to have been a lack of theoretical frameworks to guide educators in preparing and developing in-service preschool teacher education in the area of educational technology until the recent emergence of the notion of technological pedagogical content knowledge (TPACK). This study utilizes the TPACK survey to explore 366 Taiwanese in-service preschool teachers' technological pedagogical content knowledge. Exploratory factor analyses of the TPACK survey used in this study yielded six scales: Content knowledge (CK), pedagogical knowledge (PK), pedagogical content knowledge (PCK), technological knowledge (TK), a combined factor of technological pedagogical knowledge and technological content knowledge (TPTCK) and technological pedagogical content knowledge (TPCK), respectively. The exploratory factor analyses indicated adequate reliability and validity of the TPACK survey. The correlation analyses revealed that more senior preschool teachers might show a certain degree of resistance toward technology-integrated teaching environments. Further analyses also showed that the preschool teachers with higher education qualifications tended to have more knowledge of technology use and ICT integration in their teaching environment.</p><br />

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Evaluation of Technological Pedagogical Content Knowledge (TPACK) Teachers of SMK Negeri 6 Malang (Case Study of Electrical Power Installation Engineering and Autotronic Engineering)

Technium Social Sciences Journal ◽

10.47577/tssj.v27i1.5513 ◽

2022 ◽

Vol 27 ◽

pp. 70-82

Author(s):

Dodik Septian Ferdiansyah ◽

Syaad Patmanthara ◽

Hary Suswanto

Keyword(s):

Pedagogical Content Knowledge ◽

Content Knowledge ◽

Quantitative Research ◽

Electrical Power ◽

Technological Pedagogical Content Knowledge ◽

Likert Scale ◽

Power Installation ◽

Pedagogical Content

This study aims to determine the level of Technological Pedagogical Content Knowledge (TPACK) proficiency. This type of research is descriptive quantitative research. The instruments used to measure TPACK are in the form of questionnaires and interview questionnaires using a Likert scale with 5 scales. The samples of this study were Electrical Power Installation Engineering (EPIE) teachers at SMK N 6 Malang, totaling 7 people and Autotronic Engineering (AE) teachers at SMK N 6 Malang totaling 6 people. The results of the study are EPIE teachers' TK skills are in very good criteria with an average of 68, while AE teachers' kindergarten skills are in good criteria with an average of 53. EPIE teachers' PK skills are in good criteria with average - an average of 67.3, while the PK skills of AE teachers are in good criteria with an average of 75.2. EPIE teachers' CK skills are in very good criteria with an average of 31, while the CK skills of AE teachers are in very good criteria good with an average of 31. EPIE teachers' TCK skills are in very good criteria with an average of 26, while AE teachers' TCK skills are in good criteria with an average of 22. EPIE teachers' PCK skills are at criteria very good with an average of 57, while the PCK skills of AE teachers are in very good criteria with an average of 56. EPIE teachers' TPK skills are in good criteria with an average of 26.6, while the TPK skills of AE teachers are at good criteria with an average of 26.8. EPIE teachers' TPACK skills are in good criteria with an average of 18.4, while AE teachers' TPACK skills are in good criteria with an average of 18.2.

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TEACHING IN A DIGITAL LEARNING PLATFORM – A CASE STUDY OF HOW SECOND LANGUAGE ENGLISH TEACHERS EXPRESS THEIR TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE (TPACK) DURING COLLEGIAL REFLECTIONS

ICERI2018 Proceedings ◽

10.21125/iceri.2018.0736 ◽

2018 ◽

Author(s):

Marie-Helene Zimmerman Nilsson ◽

Pernilla Nilsson

Keyword(s):

Second Language ◽

Pedagogical Content Knowledge ◽

Content Knowledge ◽

English Teachers ◽

Technological Pedagogical Content Knowledge ◽

Digital Learning ◽

Pedagogical Content ◽

Learning Platform

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The Role of Technological Pedagogical Content Knowledge (TPACK) of English Teachers on High School Learners’ Acceptance of Mobile Learning Tools

Shanlax International Journal of Education ◽

10.34293/education.v9is1-may.3998 ◽

2021 ◽

Vol 9 (S1-May) ◽

pp. 42-52

Author(s):

Derya Bostan ◽

Sabriye Şener

Keyword(s):

High School ◽

Educational Technology ◽

High School Students ◽

Pedagogical Content Knowledge ◽

Content Knowledge ◽

Mobile Learning ◽

Technological Pedagogical Content Knowledge ◽

Learning Tools ◽

School Students ◽

Pedagogical Content

Educational technology is benefitted in diverse areas of education and mobile learning tools are one of the components of educational technology. Therefore, using technology in accordance with content and pedagogy has become more important. It is also important for teachers to know how to integrate technology into the learning and teaching process using appropriate methods and techniques. The aim of this study is to understand how students perceive technological pedagogical content knowledge (TPACK) of teachers and adaptation of mobile learning tools by students. This research was designed as a quantitative study and survey methodology was used to collect data from 352 high school students during the spring term in 2018. Participants were identified using convenience sampling method and only one state school with all students was included in the study. Two scales were used to collect the data: TPACK scale developed by Tseng (314-315) and Mobile Learning Tools Acceptance Scale (MLTAS) developed by Özer and Kılıç (586). The results showed that high school students perceived the TPACK of EFL teachers positively with all subcategories. They were also found to have positive perceptions of mobile learning tools. The study concluded that the more knowledge students perceived, the more they accept mobile learning tools.

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