scholarly journals Integrative Analytics for Technological Pedagogical Content Knowledge

Complexity ◽  
2021 ◽  
Vol 2021 ◽  
pp. 1-10
Author(s):  
Jin-E. Zhang
Keyword(s):  
Pedagogical Content Knowledge ◽  
Learning Community ◽  
Content Knowledge ◽  
Teaching And Learning ◽  
Technological Pedagogical Content Knowledge ◽  
Pedagogical Knowledge ◽  
Technology In Education ◽  
Pedagogical Content ◽  
Training Mode ◽  
Panoramic Analysis

In this paper, we deeply analyze the general framework of technological pedagogical content knowledge (TPACK): it mainly involves technological knowledge (TK), pedagogical knowledge (PK), content knowledge (CK), technological content knowledge (TCK), technological pedagogical knowledge (TPK), and pedagogical content knowledge (PCK). Meanwhile, we also show that the conceptual framework of TPACK can help teachers to integrate a lot of complexity and tension in teaching and learning. Also, this study suggests that the framework of TPACK may be able to change the application mode of technology in education and the training mode of teachers and then provide a panoramic analysis for building a learning community.

scholarly journals Employing Technological Pedagogical Content Knowledge (TPACK) Skill Among Teachers in Preparing Online School Assessment for Home-Based Learning

2021 ◽  
Vol 4 (2) ◽  
Author(s):  
Muhammad Sabri Bin Sahrir ◽  
Abdul Razif Zaini ◽  
Yaakob Hassan ◽  
Zulkefli Hamat ◽  
Taufik Ismail
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Technological Pedagogical Content Knowledge ◽  
Online Assessment ◽  
School Teachers ◽  
Learning Session ◽  
Pedagogical Content ◽  
Essential Components

The Technological Pedagogical Content Knowledge (TPACK) framework is crucial for every educators and teachers when dealing with teaching and learning by using technology. There are three essential components of TPACK which have to be fully mastered in order to conduct any teaching and learning session via whatever technological means and platforms, especially in the current situation of COVID-19 pandemic which requires the teacher to adapt with suitable teaching and learning remote strategies including online assessment. This study is conducted to investigate the level of technological pedagogical content knowledge (TPACK) skill among Arabic school teachers in preparing online assessment for remote teaching and learning prior to a training workshop organized by the Malaysian branch of Islamic World Educational, Scientific and Cultural Organization, ICESCO-KUIS and Islamic Education Unit, Ministry of Education, Malaysia. The main author has been conducting the TPACK training module among 56 Arabic school teachers in Johor, Malaysia on 5-6 October, 2020 from selected all districts, while only 40 of them responded to the survey after the workshop via Google Form. Moreover, all participants were responding concurrently to the open-ended survey during the workshop via Mentimeter.com. This research instruments were investigating the teachers’ knowledge about three essential components of TPACK, which include technology, content, and pedagogy as well their suggestions and feedbacks towards employing online assessment and effectiveness of conducted workshop. The findings are expected in contributing towards the understanding of the teacher’s level of knowledge in technology, pedagogy, and content among Arabic school teachers in Malaysia especially for online teaching and assessment. The study may also beneficial to other similar settings where the technology has not been effectively utilized by teachers in schools.

scholarly journals Technological Pedagogical Content Knowledge (TPACK) and the Teaching of Science: Determiners for Professional Development

2021 ◽  
Vol 39 (1) ◽  
Author(s):  
Fitri Suraya Mohamad
Keyword(s):  
Professional Development ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Science Teachers ◽  
Teaching Experience ◽  
Technological Pedagogical Content Knowledge ◽  
Pedagogical Knowledge ◽  
Science Content ◽  
Extensive Experience ◽  
Pedagogical Content

The study investigates how Science teachers articulate their self-confidence in teaching Science with technology. Technological Pedagogical Content Knowledge (TPACK) is used as the primary tool to describe their practice. Using a quantitative approach, with an initial survey of 408 science teachers from 59 secondary schools in a state in East Malaysia, descriptive and inferential statistics were conducted to assess science teachers’ level of TPACK and discriminate differences between perceptions on TPACK related to their teaching experience. Findings revealed that the level of Content Knowledge (CK), Pedagogical Knowledge (PK), Technological Knowledge (TK) and Pedagogical Content Knowledge (PCK) are high, in comparison to their Technological Content Knowledge (TCK), Technological Pedagogical Knowledge (TPK) and Technological Pedagogical Content Knowledge (TPACK) which were recorded at a moderate level. The study also found how teachers with more extensive experience teaching reported higher confidence with their CK, PK and PCK. Novice teachers indicated slightly higher confidence in their TK. The study provides a set of determiners for professional development opportunities for Sarawak Science teachers to upskill their knowledge to integrate science content, pedagogy, and technology.

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.

scholarly journals What Makes A Good Teacher? Needs and Necessities-A Survey of Recent Literature on Teacher’s Subject Matter Knowledge, Pedagogical Knowledge, and Pedagogical Content Knowledge

2016 ◽  
Vol 6 (2) ◽  
pp. 241 ◽  
Author(s):  
Amirreza Karami
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Learning Process ◽  
Subject Matter ◽  
Teaching And Learning ◽  
Past Research ◽  
Vital Role ◽  
Subject Matter Knowledge ◽  
Pedagogical Knowledge ◽  
Pedagogical Content

<p>This paper provides an overview of some entailed issues in efficacious teaching. First section focuses upon teacher’s subject matter knowledge and the way it affects teaching. The results of the review in this part suggest the efficacy of the teacher’s high subject matter knowledge on significant improvement in teaching and learning process. Second part reviews pedagogical knowledge and its importance on effective teaching. The significance of pedagogical knowledge to the teaching and learning process has been reaffirmed, too and the last part concentrates on pedagogical content knowledge. The findings of the past research discover its vital role in language teaching and learning. <span style="font-size: 10px;">This review serves to highlight paramount findings from the recent investigations that have implications for the development of teacher education, teaching and learning enhancement.</span></p>

scholarly journals Persepsi Mahasiswa dan Instruktur tentang Technological Pedagogical Content Knowledge (TPACK) Instrukstur Bahasa Inggris di Indonesia

Teknodika ◽  
2019 ◽  
Vol 17 (1) ◽  
pp. 76
Author(s):  
Badi'atul Azmina ◽  
Mar’atus Solihah
Keyword(s):  
University Students ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Teaching And Learning ◽  
Positive Response ◽  
Technological Pedagogical Content Knowledge ◽  
Pedagogical Content ◽  
Self Perceptions ◽  
Collecting Techniques ◽  
The Right

<em>In recent years, the development of ICT inevitably influences the teaching and learning process. The instructor should be able to integrate Technological Pedagogical Content Knowledge (TPACK) in the classroom. Hence, few studies investigate perceptions of university students and self-perceptions of English instructor’s TPACK, especially in Indonesia. The primary purpose of this study was to find out university students’ perceptions of English Course Instructor’s TPACK, Instructor’s self-perceptions of TPACK, and whether they shared the same perceptions or not. This study was qualitative research in one of the universities in Indonesia. The data collecting techniques were a questionnaire, interviews, and document analysis. This study adopted Jang &amp; Chang questionnaire of TPACK perceptions. The results revealed that university students had a positive response toward the instructor’ TPACK. Similarly, instructor’s self-perceptions also showed that instructor confidently declared that she knew well about the content of the teaching, and the right pedagogy used to deliver the content well. They shared the same perceptions of the English course instructor’s TPACK in Subject Matter Knowledge (SMK) and Instructional Representation &amp; Strategies (IRS). However, they had different perceptions of Technology Integration and Application (TIA). The research implications of this study were as assessment examples of instruction of TPACK by university students and self-perceptions.</em>

scholarly journals Princípios de design de uma experiência baseada no TPACK na formação inicial de professores de matemática

Zetetike ◽  
2021 ◽  
Vol 29 ◽  
pp. e021006
Author(s):  
Luis Fabián Gutiérrez-Fallas ◽  
Ana Henriques
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Technological Pedagogical Content Knowledge ◽  
Technological Knowledge ◽  
Pedagogical Knowledge ◽  
Pedagogical Content

O TPACK (Technological Pedagogical Content Knowledge) conceptualiza o conhecimento profissional do professor para uma efetiva integração da tecnologia na educação, que é um desafio frequente no ensino da Matemática. Sendo essencial garantir o seu desenvolvimento na formação inicial de professores de Matemática, este estudo, seguindo uma Investigação Baseada em Design, visa compreender como os princípios de design adotados numa experiência de formação centrada no desenvolvimento do TPACK de futuros professores (FP) de Matemática do 7.º ao 12.º anos de escolaridade contribuem para promover esse conhecimento. Os resultados, com base na análise de resoluções escritas dos FP das tarefas propostas na formação e respostas a entrevista e questionário, mostram que a experiência de formação promoveu competências tecnológicas dos FP, evidenciando a mobilização do TK (Technological Knowledge), TCK (Technological Content Knowledge) e TPK (Technological Pedagogical Knowledge) em articulação com o PCK (Pedagogical Content Knowledge) e, consequentemente, com o TPACK.

scholarly journals INTEGRASI TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE (TPACK) DALAM PERANGKAT PEMBELAJARAN DARING GURU BAHASA INDONESIA

Basastra ◽  
2021 ◽  
Vol 10 (2) ◽  
pp. 196
Author(s):  
Vina Aditama ◽  
Dini Restiyanti Pratiwi
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Technological Pedagogical Content Knowledge ◽  
Technological Knowledge ◽  
Pedagogical Knowledge ◽  
Pedagogical Content ◽  
Bahasa Indonesia

Penelitian ini bertujuan untuk mendeskripsikan integrasi technological pedagogical content knowledge (TPACK) dalam perangkat pembelajaran daring guru bahasa Indonesia. Metode yang digunakan dalam penelitian ini adalah deskriptif kualitatif. Objek dalam penelitian ini berupa rencana pelaksanaan pembelajaran (RPP) daring mata pelajaran bahasa Indonesia di SMP Al Qolam Muhammadiyah Gemolong. Adapun Subjek dalam penelitian ini adalah guru bahasa Indonesia SMP Al Qolam Muhammadiyah Gemolong. Pengumpulan data dalam penelitian ini dilakukan dengan menggunakan teknik dokumentasi dan wawancara. Teknik analisis data dalam penelitian ini dilakukan dengan cara reduksi data, penyajian data, dan verifikasi. Hasil penelitian ini menunjukkan bahwa integrasi technological pedagogical content knowledge (TPACK) dikelompokkan menjadi 4 bagian yang meliputi (1) integrasi technological knowledge (TK), (2) integrasi pedagogical knowledge (PK), (3) integrasi content knowledge (CK), dan (4) integrasi technological pedagogical content knowledge (TPCK). Kata kunci: TPACK, Perangkat Pembelajaran Daring, dan Guru Bahasa Indonesia

scholarly journals Coğrafya Öğretmenlerinin Teknolojik Pedagojik Alan Bilgisi İle İlgili Yeterliliklerinin İncelenmesi / Examining the Skills of Geography Teachers’ Technological Pedagogical Content Knowledge

2017 ◽  
Vol 6 (2) ◽  
pp. 485 ◽  
Author(s):  
Esengül Doğru ◽  
Fatih Aydın
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Technological Pedagogical Content Knowledge ◽  
Pedagogical Knowledge ◽  
City Centre ◽  
Pedagogical Content ◽  
Related Literature ◽  
Kolmogorov Smirnov ◽  
Level Of Knowledge ◽  
And Gender

<p><strong>Abstract</strong></p><p>The main purpose of this research was to determine the competencies of technological pedagogical content knowledge (TPCK) of geography teachers and to examine whether these competencies differed significantly according to various variables. The study included a total of a total of 42 geography teachers employed in Karabuk city centre and its districts in 20015-2015 education year. The data of the study was gathered though Technological Pedagogical Content Knowledge (TPCK) developed by Pamuk, Ergun, Çakır, Yılmaz ve Ayas (2012). Frequency and percentage values along with Kolmogorov-Smirnov (K-S) test, Mann Whitney U test and Kruskal Wallis H test were used to analyse the data of the current study. The results of the study revealed that the technological pedagogical content knowledge of geography teachers was not enough. Results also demonstrated the level of geography teachers’ technological pedagogical content knowledge did not differ significantly according to their skills and knowledge at using technology, seniority, education level and gender. Content Knowledge is one of the subscales of TPCK that geography teachers had the highest level of knowledge. Furthermore, the level of technological content knowledge of geography teachers was higher than that of technological pedagogical knowledge. The results of the study were discussed in line with the related literature and some suggestions were made. </p><p><strong>Öz</strong></p><p>Bu araştırmanın temel amacı, Coğrafya öğretmenlerinin Teknolojik Pedagojik Alan Bilgisi (TPAB) yeterliliklerinin tespit edilmesi ve bu yeterliliklerin çeşitli değişkenlere göre farklılık gösterip göstermediğinin incelenmesidir. Çalışmaya, 2015-2016 eğitim öğretim yılında Karabük il merkezi ve ilçelerinde görev yapmakta olan toplam 42 Coğrafya öğretmeni katılmıştır. Veri toplama aracı olarak, araştırmanın nicel kısmı için ölçme aracı olarak Pamuk, Ergun, Çakır, Yılmaz ve Ayas (2012) tarafından geliştirilen, Teknolojik Pedagojik Alan Bilgisi (TPAB) ölçeği kullanılmıştır. Verilerin analizinde yüzde ve frekans değerleri, Kolmogorov-Smirnov (K-S) testi, Mann Whitney U testi, Kruskal Wallis H testi kullanılmıştır. Araştırma sonuçları, Coğrafya öğretmenlerinin Teknoloji Bilgilerinin (TB) yeterli olmadığını göstermektedir. Coğrafya öğretmenlerinin Pedagojik Bilgileri (PB), teknolojiyi kullanmadaki bilgi ve becerilerine, meslekteki hizmet yıllarına, eğitim durumlarına ve cinsiyetlerine göre farklılaşmadığı sonucuna ulaşılmıştır. TPAB’nin alt boyutlarından olan Alan Bilgisi (AB), öğretmenlerin en yüksek seviyede bilgi sahibi oldukları boyuttur. Ayrıca öğretmenlerin, Teknolojik Alan Bilgisi (TAB) düzeylerinin Teknolojik Pedagojik Bilgi (TPB) düzeylerine göre yüksek çıktığı görülmüştür. Araştırma sonuçları ilgili alan yazınla ilişkili bir biçimde tartışılmış ve bazı öneriler sunulmuştur.</p>

scholarly journals ANALISIS KEMAMPUAN TPACK (TECHNOLGICAL, PEDAGOGICAL, AND CONTENT, KNOWLEDGE) GURU BIOLOGI SMA DALAM MENYUSUN PERANGKAT PEMBELAJARAN MATERI SISTEM PEREDARAN DARAH

2020 ◽  
Vol 9 (1) ◽  
pp. 46
Author(s):  
Joko Suyamto ◽  
Mohammad Masykuri ◽  
Sarwanto Sarwanto
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Technological Pedagogical Content Knowledge ◽  
Technological Knowledge ◽  
Pedagogical Knowledge ◽  
Pedagogical Content

<p>Perkembangan ilmu pengetahuan dan teknologi bisa dijadikan salah satu cara untuk<strong> </strong>meningkatkan kualitas pembelajaran yang dilakukan oleh seorang guru. Untuk bisa<strong> </strong>mewujudkan hal tersebut, seorang guru perlu memahami dan mimiliki kemampuan<strong> </strong><em>Technological Pedagogical Content Knowledge (TPACK) </em>yang merupakan pengembangan<strong> </strong>dari <em>Pedagogical Content Knowledge (PCK)</em>-nya Shulman (1986). TPACK merupakan pengetahuan untuk mengintegrasikan teknologi ke dalam pengajaran materi tertentu. Penelitian ini bertujuan untuk mengetahui kemampuan guru biologi di SMA dalam aspek TPACK. Jenis penelitian ini adalah penelitian deskriptif kuantitatif dengan teknik <em>cluster</em> <em>sampling</em> . Sampel yang digunakan adalah 3 guru biologi di 3 sekolah (selanjutnya diberi kode B1, B2, dan B3) se – kecamatan gondang. Data dikumpulkan melalui metode observasi. Hasil penelitian menunjukkan bahwa pemahaman materi / <em>Content</em> <em>knowledge</em> (CK) guru B1 sebesar 76%, B2 sebesar 80% dan B3 sebesar 72% dalam kategori baik. Skor pada pengetahuan <em>pedagogical knowledge </em>(PK) guru B1 sebesar 50%, B2 sebesar 45%, dan B3 sebesar 60%. Skor pada pengetahuan <em>technological knowledge</em> (TK) guru B1sebesar 48,5%, B2 sebesar 40%, dan B3 sebesar 40%. Skor pada aspek <em>Technological</em> <em>content</em> <em>knowledge</em> (TCK) guru B1 sebesar 60%, guru B2 60% dan guru B3 40%. Skor pada aspek <em>technological</em> <em>pedagogical</em> <em>knowledge</em> (TPK) guru B1 60%, B2 67%, dan B3 60%. Skor aspek <em>pedagogical</em> <em>conten</em> <em>knowledge</em> (PCK) guru B1 60%, guru B2 40%, dan B3 54%. Skor pengetahuan TPACK guru B1 47%, guru B2 47%, dan B3 60%.</p>

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