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 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>

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.

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.

scholarly journals Penguasaan technological pedagogical content knowledge calon guru Pendidikan Pancasila dan Kewarganegaraan

2019 ◽  
Vol 16 (2) ◽  
pp. 122-136
Author(s):  
Imam Fitri Rahmadi
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Civic Education ◽  
21St Century ◽  
Technological Pedagogical Content Knowledge ◽  
21St Century Learning ◽  
Self Report ◽  
Pedagogical Content ◽  
Knowledge Content ◽  
Report Measure

Analisis Technological Pedagogical Content Knowledge (TPACK) perlu dilakukan dalam rangka memahami tingkat pengetahuan guru untuk dapat mengintegrasikan teknologi pada pembelajaran abad 21. Studi ini dilakukan untuk mendapatkan profil tingkat penguasaan TPACK calon guru Pendidikan Pancasila dan Kewarganegaraan yang sedang menempuh pendidikan Strata 1 di Program Studi PPKn Fakultas Keguruan dan Ilmu Pendidikan (FKIP) Universitas Pamulang. Studi menggunakan metode self-report measure dalam bentuk survei. Secara keseluruhan, tingkat penguasaan TPACK calon guru PPKn termasuk dalam kategori baik. Namun, penguasaan pada technological knowledge, content knowledge dan technological pedagogical content knowledge memiliki total nilai rata-rata yang lebih rendah. Perlu diperhatikan setiap butir pernyataan yang memiliki nilai rata-rata lebih rendah daripada total nilai rata-rata pada setiap domain pengetahuan. Setiap lembaga pendidikan tenaga kependidikan perlu melakukan analisis TPACK supaya mengetahui apakah calon guru yang sedang dididik sudah memiliki pengetahuan yang dibutuhkan untuk dapat mengajar sesuai dengan tuntutan dan karakteristik pembelajaran abad 21.-------------------------------------------------------------------------------------Analyzing Technological Pedagogical Content Knowledge (TPACK) is needed to understand teachers' knowledge in term of integrating technology in 21st-century learning. This study to explore TPACK confidence of preservice civic education teachers at the Department of Civic Education, Faculty of Teacher Training And Education, Universitas Pamulang. The study used a self-report-measure method in the form of a survey. Overall, the TPACK confidence of preservice civic education teachers in a good category. However, the confidences in technological knowledge, content knowledge, and technological pedagogical content knowledge, have a lower average total score. It should noticed regarding statement items that have a lower average convictions than the technical average rating at each knowledge domain. Teacher education institute needs conducting a TPACK analysis to find out whether preservice teachers who are educated already have the appropriate teaching knowledge for demands and characteristics of 21st-century learning.

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.

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