A needs analysis study on technological pedagogical content knowledge of faculty members

2021 ◽  
Author(s):  
Şefika Sümeyye Çam ◽  
Gürcü Erdamar Koç
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Technological Pedagogical Content Knowledge ◽  
Faculty Members ◽  
Needs Analysis ◽  
Pedagogical Content ◽  
Analysis Study

scholarly journals E-learning readiness among faculty members of medical sciences universities and provide strategies to improve it

2019 ◽  
Vol 8 (2) ◽  
pp. 105-112 ◽  
Author(s):  
Sousan Houshmandi ◽  
Eisa Rezaei ◽  
Javad Hatami ◽  
Behnam Molaei
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Technological Pedagogical Content Knowledge ◽  
Technological Knowledge ◽  
Pedagogical Knowledge ◽  
Faculty Members ◽  
Medical Sciences ◽  
Pedagogical Content ◽  
E Learning ◽  
Knowledge Content

Background: The competence of faculty in conducting e-learning is one of the preconditions for e-learning implementation in a university. This study aimed at investigating the readiness of the faculty members of Ardabil University of Medical Sciences (ARUMS) to have e-learning. Methods: To fulfil this purpose, a triangulation method has been used. In the quantitative section, based on the Technological Pedagogical Content Knowledge (TPACK) model, the faculty competence in conducting e-learning has been measured in four areas: pedagogical knowledge, technological knowledge, content knowledge, and finally the skill of combiningpedagogical knowledge, technological knowledge, and content knowledge. Subsequently,with the qualitative data of the semi-structured interview, the findings of the research have been explained. Finally, the strategies for improving the readiness of ARUMS faculty have been identified in e-learning. Results: One-sample t test with a significant level (P ≤ 0.5) showed that the faculty e-learning of ARUMS had the highest mean of pedagogical knowledge, content knowledge and content pedagogical knowledge respectively. In other words, the faculty had a high level of pedagogical,content and content-pedagogical knowledge, but they need to improve their technological,technological-content, technological-pedagogical and ultimately, technological-pedagogical content knowledge. Conclusion: That is why, in order to have effective e-learning at ARUMS, the faculty has to improve their technological, technological-content, technological-pedagogical and technological-pedagogical-content knowledge. In this regard, several solutions have been proposed in this paper.

scholarly journals Technology Integration in Higher Education During COVID-19: An Assessment of Online Teaching Competencies Through Technological Pedagogical Content Knowledge Model

2021 ◽  
Vol 12 ◽  
Author(s):  
Huma Akram ◽  
Yang Yingxiu ◽  
Ahmad Samed Al-Adwan ◽  
Ali Alkhalifah
Keyword(s):  
Higher Education ◽  
Technology Integration ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Technology Use ◽  
Online Teaching ◽  
Technological Pedagogical Content Knowledge ◽  
Faculty Members ◽  
Teaching Competencies ◽  
Pedagogical Content

The COVID-19 pandemic significantly shifted education from traditional to an online version, which was an emergent state for teachers and students. The substantive situation thus raises the importance of technology integration in education, and teachers are required to update their competencies, respectively. In this regard, the study assessed online teaching competencies of faculty members following, technological pedagogical content knowledge (TPACK) model. Closed-ended surveys were employed for quantitative analysis of randomly selected 256 faculty members from public universities in Karachi, Pakistan. Results indicated that teachers possessed adequate levels of knowledge across all the domains of TPACK. The highest competency was obtained by content knowledge (CK), while technological knowledge (TK) was reported at the lowest level. Furthermore, a significant difference was noted in terms of gender and teaching experience. Correspondingly, the study proposes that the TPACK model should be employed in the professional development programs to develop teachers’ TPACK for integrating information communication and technology in the pedagogical practices. The findings of the study present a constructive overview of teachers’ digital competencies and technology use in teaching and learning in the time of the COVID-19 and also play a significant role in the integration of technology in the post-pandemic time in higher education. The study also suggests relevant educational authorities and policymakers for assessing and enhancing the technological competencies of teachers for quality online education.

The Effect of Digital Story Preparation on Technological Pedagogical Content Knowledge (TPCK) Self-confidence

2015 ◽  
Vol 22 (2) ◽  
pp. 185-195 ◽  
Author(s):  
Tugba Yanpar Yelken ◽  
Halil Erdem Cocuk ◽  
Gamze Yavuz Konokman ◽  
Volkan Lutfi Pan
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Technological Pedagogical Content Knowledge ◽  
Pedagogical Content ◽  
Self Confidence ◽  
Digital Story
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