scholarly journals Appropriating Technological Pedagogical Content Knowledge of Basic Education Teacher Using Online Learning Instruction

2021 ◽  
Vol 2 (11) ◽  
pp. 1033-1042
Author(s):  
Charismarie Manacap ◽  
Paul Mari Tagaro ◽  
Anabelle Cose ◽  
Nelia Tagaro ◽  
Lynn Larida ◽  
...  
Keyword(s):  
Technology Integration ◽  
Best Practices ◽  
Basic Education ◽  
Pedagogical Content ◽  
World Community ◽  
Learning Instruction ◽  
Technical Issues ◽  
Instruction And Learning ◽  
Integration Data ◽  
Pedagogical Application

The digitalization of the world community and the advent of Covid-19 pandemic have created impact to the lives of the teachers and other stakeholders. This study provide knowledge on the teachers in terms of, pedagogical, content and technological knowledge in using technology as means of instruction and learning of the students. Findings have showed that teachers were knowledgeable in terms of technology as means of their pedagogical application, content matters and best practices in technology integration. Data further implied that teachers were knowledgeable with tech-ed either online or in the classroom settings. However, data suggests that there were some technical issues were perceived in technology integration.

CHARACTERISTIC OF THE CONSTITUTION OF THE REPUBLIC OF UZBEKISTAN, COMPARATIVE ANALYSIS

2021 ◽  
Vol 6 (10) ◽  
pp. 5-11
Author(s):  
Muzaffar Nurbaev ◽  
Keyword(s):  
Best Practices ◽  
International System ◽  
Individual State ◽  
Universal System ◽  
Common Features ◽  
World Community ◽  
The Past ◽  
The World ◽  
The Republic ◽  
System States

The world community will turn into a common international system. States, which are a separate independent part of this universal system, develop in all spheres in interaction, interdependence and interdependence. Each individual state can benefit from the best practices of another state in the field of political, legal, legislative and state building.Naturally, the study of the experience of foreign parliamentarism is of great importance for Uzbekistan, which democratically restructures its political and legal system and moves towards the formation of a bicameral legislature through parliamentary reforms. Over the past two hundred years of the historical development of parliamentarism, an incredibly rich and meaningful experience has been accumulated. No matter how diverse the diversity in this regard, comparing the activities of existing parliaments on the planet, it will be possible to identify all important aspects, common features and features of this state-legal phenomenon. The essence, traditions and general laws of parliamentarism can be understood by comparing the legislative practice that has developed in advanced countries with the procedures formed in them. At the same time, it should be noted that a number of rare works have been published based on a comparison of the experience of different parliaments

scholarly journals Strengthening the SSTC NRS Scientific and Technical Potential through Participation in the IAEA Coordinated Research Projects

2021 ◽  
pp. 5-13
Author(s):  
Yu. Balashevska ◽  
D. Gumenyuk ◽  
Iu. Ovdiienko ◽  
O. Pecherytsia ◽  
I. Shevchenko ◽  
...  
Keyword(s):  
Best Practices ◽  
Safety Assessment ◽  
Radiation Safety ◽  
Research Projects ◽  
Spent Fuel ◽  
Research Activities ◽  
Technical Potential ◽  
Technical Issues ◽  
Fuel Characterization ◽  
Definition Of

The State Scientific and Technical Center for Nuclear and Radiation Safety (SSTC NRS), a Ukrainian enterprise with a 29-year experience in the area of scientific and technical support to the national nuclear regulator (SNRIU), has been actively involved in international research activities. Participation in the IAEA coordinated research activities is among the SSTC NRS priorities. In the period of 2018–2020, the IAEA accepted four SSTC NRS proposals for participation in respective Coordinated Research Projects (CRPs). These CRPs address scientific and technical issues in different areas such as: 1) performance of probabilistic safety assessment for multi-unit/multi-reactor sites; 2) use of dose projection tools to ensure preparedness and response to nuclear and radiological emergencies; 3) phenomena related to in-vessel melt retention; 4) spent fuel characterization. This article presents a brief overview of the abovementioned projects with definition of scientific contributions by the SSTC NRS (participation in benchmarks, development of methodological documents on implementing research stages and of IAEA technical documents (TECDOC) for demonstration of best practices and results of research carried out by international teams).

iPad Integration in an Elementary Classroom

2013 ◽  
pp. 42-54 ◽  
Author(s):  
Jung Won Hur ◽  
Amy Anderson
Keyword(s):  
Technology Integration ◽  
Best Practices ◽  
Mobile Technology ◽  
Teaching And Learning ◽  
Elementary Classrooms ◽  
Elementary Level ◽  
Full Potential ◽  
Learning Tool ◽  
Practical Guidance ◽  
Grade Classroom

The availability of engaging apps on the iPad and its portability have encouraged many educators to adopt it as a teaching and learning tool in the classroom. However, because iPad integration is new, neither practical guidance nor best practices are yet available. Consequently, the authors integrated 13 iPads into a third grade classroom for a year to facilitate learning while examining how to unlock their full potential. The purpose of this chapter is to present specific elementary-level subject learning lesson ideas for iPads, identifying the advantages and challenges of such integration. They also provide practical tips for mobile technology integration in elementary classrooms.

A Remote Mobile Experiment in Brazilian Public Basic Education

TPACK ◽  
2019 ◽  
pp. 457-478
Author(s):  
Priscila Cadorin Nicolete ◽  
Juarez Bento da Silva ◽  
Marta Adriana da Silva Cristiano ◽  
Simone Meister Sommer Bilessimo ◽  
Giovanni Ferreira de Farias ◽  
...  
Keyword(s):  
Basic Education ◽  
Pilot Project ◽  
The Internet ◽  
Public High Schools ◽  
Theoretical Concepts ◽  
Pedagogical Content ◽  
Teachers And Students ◽  
And Mathematics ◽  
Remote Experimentation ◽  
The Impact

The STEM subjects (Science, Technology, Engineering, and Mathematics) are very important for education, but the lack of experimental laboratories for these subjects in a school might decrease the interest of its students in STEM fields. This chapter explores these issues in the Brazilian context where, in order to address this issue, remote experiments are used to share real experiments manipulated through the Internet. Teachers and students can use remote laboratories, equipped with real experiments, to put in practice theoretical concepts learned in class. This chapter presents a report on a pilot project that aims to explore the use of Mobile Remote Experimentation (MRE) by teachers and students of public high schools in Brazil. It involves the use of mobile devices to access remote experiments in STEM subjects through the Internet. The report demonstrates the effectiveness of using such educational resources to improve pedagogical results by applying the TPACK (Technological Pedagogical Content Knowledge) model to measure the impact of MRE by STEM teachers.

Developing TPACK for Elementary Education Teacher Candidates in an Instructional Design and Technology Integration Course

2019 ◽  
pp. 329-349 ◽  
Author(s):  
Drew Polly
Keyword(s):  
Technology Integration ◽  
Elementary Education ◽  
Teacher Candidates ◽  
Design And Technology ◽  
Pedagogical Content ◽  
Education Teacher ◽  
Data Analyses ◽  
Use Of Technology ◽  
Actual Use ◽  
Technology In Schools

This chapter examines how experiences in a course for elementary education teacher candidates supported their technological pedagogical content knowledge (TPACK). Based on data from teacher candidates and school partners, the author modified course activities and collected data to inform the course. Data analyses indicated that the course refinements positively influenced candidates' development of aspects of TPACK, specifically TPK, PCK, and TPACK. Candidates reported in both iterations of the study that technology was being used in classrooms in ways that did not match what they were learning in courses. Implications include the need to reconcile the divide between research-based instances of technology integration and the actual use of technology in schools in the context of TPACK.

The Impact of Video Self-Analysis on the Development of Preservice Teachers' Technological Pedagogical Content Knowledge (TPACK)

2016 ◽  
pp. 1103-1119
Author(s):  
James E. Jang ◽  
Jing Lei
Keyword(s):  
Preservice Teachers ◽  
Technology Integration ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Teaching Practices ◽  
Technological Pedagogical Content Knowledge ◽  
Pedagogical Content ◽  
Knowledge Domains ◽  
Integrate Technology ◽  
The Impact

Teachers often teach on their own in their individual classrooms and thus have to mostly rely on themselves to reflect on their teaching practices and make improvements. This study explores the potential of using a video self-analysis component in an undergraduate technology integration course to help preservice teachers effectively integrate technology into instruction. Specifically, this study explores the impact of video self-analysis on developing preservice teachers Technological Pedagogical Content Knowledge (TPACK). Results reveal video self-analysis was beneficial in helping preservice teachers facilitate their TPACK development. However, participants TPACK development varied within the six TPACK knowledge domains.

The Impact of Video Self-Analysis on the Development of Preservice Teachers' Technological Pedagogical Content Knowledge (TPACK)

2018 ◽  
pp. 986-1002
Author(s):  
James E. Jang ◽  
Jing Lei
Keyword(s):  
Preservice Teachers ◽  
Technology Integration ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Teaching Practices ◽  
Technological Pedagogical Content Knowledge ◽  
Pedagogical Content ◽  
Knowledge Domains ◽  
Integrate Technology ◽  
The Impact

Teachers often teach on their own in their individual classrooms and thus have to mostly rely on themselves to reflect on their teaching practices and make improvements. This study explores the potential of using a video self-analysis component in an undergraduate technology integration course to help preservice teachers effectively integrate technology into instruction. Specifically, this study explores the impact of video self-analysis on developing preservice teachers Technological Pedagogical Content Knowledge (TPACK). Results reveal video self-analysis was beneficial in helping preservice teachers facilitate their TPACK development. However, participants TPACK development varied within the six TPACK knowledge domains.

Technology Integration in the Early Elementary Classroom

2021 ◽  
pp. 38-58
Author(s):  
Spencer Vogt ◽  
Sara A. Westerlin
Keyword(s):  
Technology Integration ◽  
The United States ◽  
Technological Pedagogical Content Knowledge ◽  
Early Elementary ◽  
Social Emotional ◽  
Pedagogical Content ◽  
Public School Systems ◽  
Mathematics Literacy ◽  
Integrate Technology ◽  
The U.S

This chapter highlights technology integration, particularly its growing popularity in early elementary circles in the United States. Issues and solutions are explored regarding how early elementary (PK-3) teachers can integrate technology into the classroom setting. Topics focus on professional development (PD) in the technological pedagogical content knowledge (TPACK) and substitution augmentation modification redefinition (SAMR) frameworks. Proper technology integration discussions include content areas like mathematics, literacy, and social-emotional learning. Further research is needed to fully understand effective technology integration in early elementary settings, especially in public school systems in the U.S.

scholarly journals A sequential explanatory investigation of TPACK: Indonesian science teachers’ survey and perspective

2019 ◽  
Vol 9 (3) ◽  
pp. 269 ◽  
Author(s):  
Muhaimin Muhaimin ◽  
Akhmad Habibi ◽  
Amirul Mukminin ◽  
Ferdiaz Saudagar ◽  
Robin Pratama ◽  
...  
Keyword(s):  
Technology Integration ◽  
Data Analysis ◽  
Content Knowledge ◽  
Science Teachers ◽  
New Technology ◽  
Depth Information ◽  
Pedagogical Content ◽  
Quantitative Data Analysis ◽  
Sequential Explanatory ◽  
Classroom Integration

This sequential explanatory design aims at exploring science teachers’ survey and perceptions of technology integration regarding to technological pedagogical content knowledge (TPACK) which focused on quantitative findings supported by qualitative findings. It involved 356 respondents for the survey and eight participants for the interview. Descriptive statistics, T-test and Anova were used in quantitative data analysis while for qualitative data analysis, thematic process was conducted. Findings show that the science teachers’ perception on their technological-based knowledge is lower than non-technological knowledge namely pedagogical and content knowledge. Further, qualitative findings informed in-depth information about technology integration referred to TPACK namely problems in technology integration, advantages of technology integration, students centered learning, knowledge of new technology and its classroom integration, and peer collaboration. Policy recommendation was established for betterment of ICT integration in instruction especially for developing countries.

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