Examining practicing teachers’ perceptions of technological pedagogical content knowledge (TPACK) pathways: a structural equation modeling approach

2012 ◽  
Vol 41 (4) ◽  
pp. 793-809 ◽  
Author(s):  
Joyce Hwee Ling Koh ◽  
Ching Sing Chai ◽  
Chin-Chung Tsai
Keyword(s):  
Structural Equation Modeling ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Structural Equation ◽  
Technological Pedagogical Content Knowledge ◽  
Equation Modeling ◽  
Practicing Teachers ◽  
Pedagogical Content ◽  
Teachers Perceptions ◽  
Modeling Approach

Enhancing and Modeling Teachers’ Design Beliefs and Efficacy of Technological Pedagogical Content Knowledge for 21st Century Quality Learning

2018 ◽  
Vol 57 (2) ◽  
pp. 360-384 ◽  
Author(s):  
Ching Sing Chai ◽  
Joyce Hwee Ling Koh ◽  
Yiong Hwee Teo
Keyword(s):  
Preservice Teachers ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
21St Century ◽  
Structural Equation ◽  
Intervention Program ◽  
Structural Equation Models ◽  
Technological Pedagogical Content Knowledge ◽  
Pedagogical Content ◽  
New Instrument

This study proposed a new conceptualization of technological pedagogical content knowledge (TPACK) that focuses exclusively on the intersection of technology, pedagogy, and content specifically for selected dimensions of 21st century learning. In addition, teachers’ design beliefs were investigated with the teachers’ TPACK. Given the conceptualization, a new instrument was designed and validated. An associated intervention program to enhance the preservice teachers' TPACK was designed and the pre- and post-course surveys were conducted. To unpack the relationships between teachers’ design beliefs and their TPACK, structural equation models were constructed and validated. The findings indicate that the instrument possesses good construct, discriminant and convergence validity, and reliabilities. The intervention enhanced the teachers’ TPACK efficacies and their design beliefs significantly, and the structural equation models indicate that the teachers’ design beliefs are significant predictors of the teachers’ TPACK. The implications of this study suggest that TPACK may be conceived differently and this may promote new intervention programs to foster preservice teachers’ TPACK and design beliefs.

scholarly journals Does Technological Pedagogical Content Knowledge Impact on the Use of ICT In Pedagogy?

2020 ◽  
Vol 15 (03) ◽  
pp. 126 ◽  
Author(s):  
Hanna Andyani ◽  
Punaji Setyosari ◽  
Bambang Budi Wiyono ◽  
Ery Tri Djatmika
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Junior High School ◽  
Self Efficacy ◽  
Structural Equation ◽  
Technological Pedagogical Content Knowledge ◽  
Equation Model ◽  
Pedagogical Content ◽  
Innovative Climate ◽  
The Impact

The development of information and communication technology (ICT) has led to opportunities and challenges in the educational ideas and practices. This study examines the impact of technological pedagogical content knowledge on the use of ICT in pedagogy. This study applied a quantitative method using Structural Equation Model (SEM). The population of the study was teacher in Junior high School in Mojokerto of East Java Indonesia while the sample was about 302 participants gathered by using proportionate stratified random sampling. The findings showed that first, technological pedagogical content knowledge directly did not affect teachers’ self-efficacy. Second, technological pedagogical content knowledge influences the use of ICT in pedagogy. Third, organizational innovative climate directly influences the teachers’ self-efficacy. Indeed, organizational innovative climate affects the use of ICT in pedagogy. Fifth, teachers’ self-efficacy influences the use of ICT in pedagogy. Sixth, technological pedagogical content knowledge mediated by teachers’ self-efficacy does not directly affect the use of ICT in pedagogy. Lastly, organizational innovative climate-mediated by teachers’ self-efficacy affects the use of ICT in pedagogy. This research could be the first step for a similar study in the future.

scholarly journals Creating tools for inquiry-based mathematics learning from technological pedagogical content knowledge perspectives: Collaborative design approach

2018 ◽  
Vol 34 (4) ◽  
Author(s):  
Zhiming Yan ◽  
Ching Sing Chai ◽  
Hyo-Jeong So
Keyword(s):  
Preservice Teachers ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Design Process ◽  
Collaborative Design ◽  
Expert Knowledge ◽  
Technological Pedagogical Content Knowledge ◽  
Practicing Teachers ◽  
Pedagogical Content ◽  
Technology Tools

This study employed the technological pedagogical content knowledge (TPACK) framework to guide the collaborative design process between preservice and practicing teachers. The teams designed technological pedagogical mathematics tools (TPMTs) for inquiry-based learning based on the syllabi for secondary mathematics. The content of the chat messages of preservice and practicing teachers was coded with different dimensions of TPACK to unpack the process of how the teams arrived at critical design decisions. The TPMTs were further evaluated by 30 practicing mathematics teachers, with respect to three criteria: (1) technology tools and curriculum goals, (2) technology tools and teaching activities, and (3) the fit between pedagogy and technology. The content analysis revealed that the collaborative design process involved three clear stages, demarcated by the different versions of the TMPTs: replacement, enhancement, and transformation. Practicing teachers’ pedagogical content knowledge played a crucial role in the design of pedagogically sound tools, and for refining the initial TPACK of preservice teachers. The subsequent evaluations supported the positive pedagogical values of the TPMTs. Overall, this study contributes to TPACK research with a case where the collaborative design process with distributed expert knowledge can be synthesised to create pedagogically sound technological tools for mathematics.

scholarly journals Validating and modelling technological pedagogical content knowledge framework among Asian preservice teachers

2013 ◽  
Vol 29 (1) ◽  
Author(s):  
Ching Shing Chai ◽  
Eugenia MW Ng ◽  
Wenhao Li ◽  
Huang-Yao Hong ◽  
Joyce H L Koh
Keyword(s):  
Preservice Teachers ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Information And Communication Technologies ◽  
Structural Equation ◽  
Teacher Educators ◽  
Technological Pedagogical Content Knowledge ◽  
Basic Knowledge ◽  
Pedagogical Content ◽  
Positive Effects

<p>The Technological Pedagogical Content Knowledge (TPCK) framework has been adopted by many educational technologists and teacher educators for the research and development of knowledge about the pedagogical uses of Information and Communication Technologies (ICT) in classrooms. While the framework is potentially very important, efforts to survey teachers' TPCK efficacy has yet to identify all seven factors postulated by the framework. This study attempted to validate a TPCK efficacy survey by implementing it on an Asian group of 550 preservice teachers from China, Hong Kong, Singapore and Taiwan. The seven factors underlying the TPCK framework were identified which suggested the research instrument to be valid and reliable. The structural equation model proposed based on the TPCK framework supported eight out of 12 hypotheses about the relationships between TPCK constructs. The results indicate that the positive effects of the basic knowledge factors of CK, PK, and TK were indirect, occurring through the second layer of knowledge factors (TPK, TCK, and PCK). Implications for preservice teacher professional developments are discussed.</p>

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