Advancing teacher technology education using open-ended learning environments as research and training platforms

A primary concern of teacher technology education is for pre-service teachers to develop a sophisticated mental model of the affordances of technology that facilitates both teaching and learning with technology. One of the main obstacles to developing the requisite technological pedagogical content knowledge is the inherent challenge faced by teachers in monitoring and controlling certain aspects of their own learning while navigating the web and designing a lesson plan. This paper reviews preliminary findings obtained in our research with nBrowser, an intelligent web browser designed to support pre-service teachers’ self-regulated learning and acquisition of technological pedagogical content knowledge. Case examples of data mining techniques are presented that allow the discovery of knowledge regarding pre-service teachers’ information-seeking and acquisition behaviours and how to support them. The first case illustrates the use of simulated learner experiments, while the second involves the creation of a model to detect learner behaviours. We discuss the implications in terms of design guidelines recommendations for nBrowser as well as the broader impacts for future research on technological pedagogical content knowledge research and development.

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Examining the validity of the technological pedagogical content knowledge (TPACK) framework for preservice chemistry teachers

Australasian Journal of Educational Technology ◽

10.14742/ajet.3508 ◽

2017 ◽

Vol 33 (3) ◽

Cited By ~ 11

Author(s):

Feng Deng ◽

Ching Sing Chai ◽

Hyo-Jeong So ◽

Yangyi Qian ◽

Lingling Chen

Keyword(s):

Pedagogical Content Knowledge ◽

Content Knowledge ◽

Epistemological Beliefs ◽

Discriminant Validity ◽

Lesson Plan ◽

Technological Pedagogical Content Knowledge ◽

Chemistry Teachers ◽

Pedagogical Content ◽

Convergent And Discriminant Validity ◽

Survey Measure

While various quantitative measures for assessing teachers’ technological pedagogical content knowledge (TPACK) have developed rapidly, few studies to date have comprehensively validated the structure of TPACK through various criteria of validity especially for content specific areas. In this paper, we examined how the TPACK survey measure is aligned with the TPACK lesson plan measure and how they are related to the measure of epistemological beliefs about chemistry. The participants were 280 Chinese preservice chemistry teachers enrolled in a university in China. Both exploratory and confirmatory factory analyses were performed on the TPACK survey measure to help to establish validity, including considerations for convergent and discriminant validity. This was followed by the invariance test to examine factorial validity as related to gender. To establish the predictive validity of TPACK, the relationships among teachers’ epistemological beliefs, TPACK, and their capacity for planning technology-integrated lessons were also examined. Overall, the results showed that all four types of validity looked at in this study (i.e., convergent, discriminant, factorial, and predictive) were satisfactorily established. Implications for TPACK research and teacher education are also discussed.

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Pelatihan TPACK (Technological, Pedagogical, Content Knowledge) Bagi Guru Bahasa Inggris di Kabupaten Karawang Jawa Barat

Jurnal Pengabdi ◽

10.26418/jplp2km.v4i1.43631 ◽

2021 ◽

Vol 4 (1) ◽

pp. 34

Author(s):

Muhammad Reza Pahlevi ◽

Iwan Ridwan ◽

Acep Bahrum Kamil

Keyword(s):

Language Learning ◽

Pedagogical Content Knowledge ◽

Reflective Practice ◽

Content Knowledge ◽

Lesson Plan ◽

Technological Pedagogical Content Knowledge ◽

Pedagogical Content

Isu penggunaan teknologi dalam bidang pendidikan khususnya pengajaran tidak dapat dihindari apalagi dalam masa Pandemi Covid-19 dimana pembelajaran dilaksanakan secara daring. Bagaimanapun pembelajaran daring masih dipahami dan dilaksanakan dengan menekankan penggunaan platform tanpa diintegrasikan sisi pedagogi dan materi ajarnya. Sehingga kegiatan pembelajaran daring belum melibatkan siswa secara aktif dalam pembelajaran daring yang berisi teknologi, pedagogi serta materi ajar (TPACK). Oleh karena itu, pengabdian kepada masyarakat ini bertujuan untuk membantu guru-guru bahasa Inggris dalam mengintegrasikan penggunaan teknologi, pedagogi serta materi ajarnya. Partisapan pengabdian ini adalah guru bahasa Inggris di Karawang. Pelaksaaan pelatihan ini dilakukan dengan memberikan pelatihan terkait integrasi TPACK yang terdiri dari 3 materi yaitu integrasi TPACK dalam lesson plan, TELL in language learning & teaching, dan reflective practice and exploratory practice within Tesol teachers. Setelah mengikuti pelatihan para guru bahasa Inggris dapat membuat RPP dengan integrasi TPACK, mampu mempraktikan TPACK dalam pembelajaran serta melakukan refleksi setelah pembelajaran. Dapat disimpulkan bahwa pelatihan TPACK membantu guru mengintegrasikan baik penggunaan teknologi, pengajaran serta materi ajar dalam pembelajaran.

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