A survey to examine teachers’ perceptions of design dispositions, lesson design practices, and their relationships with technological pedagogical content knowledge (TPACK)

2014 ◽  
Vol 43 (5) ◽  
pp. 378-391 ◽  
Author(s):  
Joyce Hwee Ling Koh ◽  
Ching Sing Chai ◽  
Huang-Yao Hong ◽  
Chin-Chung Tsai
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Technological Pedagogical Content Knowledge ◽  
Lesson Design ◽  
Pedagogical Content ◽  
Teachers Perceptions ◽  
Design Practices

Teacher Professional Development for TPACK-21CL

2016 ◽  
Vol 55 (2) ◽  
pp. 172-196 ◽  
Author(s):  
Joyce Hwee Ling Koh ◽  
Ching Sing Chai ◽  
Wei Ying Lim
Keyword(s):  
Professional Development ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
21St Century ◽  
Student Learning Outcomes ◽  
Technological Pedagogical Content Knowledge ◽  
21St Century Learning ◽  
Design Teams ◽  
Lesson Design ◽  
Pedagogical Content

This article explicates the conception and evaluation of an information and communications technologies (ICT) professional development process for developing teachers’ technological pedagogical content knowledge for 21st century learning. The process emphasizes teachers’ prolonged engagement with peers and researchers in design teams. Supported by technological pedagogical content knowledge rubrics and technological pedagogical content knowledge design heuristics, the process enabled teachers to assess their current ICT lessons, set design goals, redesign, implement, and evaluate student learning outcomes, as well as reflect on their pedagogical practices. A year-long implementation study conducted with 37 teachers from a Singapore primary school who were organized into seven lesson design teams found that the process had positive effects on teachers’ confidence for technological pedagogical content knowledge for 21st century learning and lesson design practices. Five of the seven design teams were able to make pedagogical changes toward 21st century learning, and six of the teams realized improvement in student learning outcomes. The implications for teacher ICT professional development are discussed.

scholarly journals Secondary pre-service teachers’ perceptions of technological pedagogical content knowledge (TPACK): What do they really think?

2019 ◽  
Vol 35 (3) ◽  
Author(s):  
Petrea Redmond ◽  
Jennifer Lock
Keyword(s):  
Technology Integration ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Professional Learning ◽  
Online Survey ◽  
Technological Pedagogical Content Knowledge ◽  
Learning Needs ◽  
Pedagogical Content ◽  
Teachers Perceptions ◽  
Learning And Teaching

Meaningful integration of digital technology into learning and teaching is ill-structured, complex, and messy. Inherent in the complexity is the interaction between the different domains of teacher knowledge. The multifaceted problem is further compounded by the diversity of learners and technology in today's dynamic classroom contexts. Pre-service teachers often feel ill-prepared to plan for effective technology integration in their classrooms. Technological pedagogical content knowledge (TPACK) has provided educators with a theoretical framework to unpack the complexity of technology integration. It sits at the heart of three interrelated components: content knowledge, pedagogical knowledge, and technological knowledge. These knowledge areas interact, support, and constrain each other. This study investigated secondary pre-service teachers’ perceptions of TPACK. Data were collected through an online survey and interviews. Following a brief introduction to TPACK, this article explores secondary pre-service teachers’ perceptions of TPACK and its components, along with their professional learning needs for TPACK development. Implications for teacher education programs are also provided.

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