scholarly journals The role of technological pedagogical content knowledge and social cognitive variables in teachers’ technology integration behaviors

2022 ◽  
Vol 9 (2) ◽  
pp. 398-415
Author(s):  
Cemal Hakan DİKMEN ◽  
Veysel DEMİRER
Keyword(s):  
Technology Integration ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Social Cognitive ◽  
Technological Pedagogical Content Knowledge ◽  
Cognitive Variables ◽  
Pedagogical Content

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.

A TPACK Course for Developing Pre-Service Teachers’ Technology Integration Competencies

2013 ◽  
pp. 242-269 ◽  
Author(s):  
Isil Kabakci Yurdakul ◽  
H. Ferhan Odabasi ◽  
Y. Levent Sahin ◽  
Ahmet N. Coklar
Keyword(s):  
Technology Integration ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Concept Maps ◽  
Role Model ◽  
New Technology ◽  
Technological Pedagogical Content Knowledge ◽  
Teacher Competencies ◽  
Pedagogical Content ◽  
The Web

Technological Pedagogical Content Knowledge (TPACK) is one of the technology integration models that focuses on effective technology integration related to teacher competencies. This model is based on the interaction and combination of teachers’ technology, pedagogy, and content knowledge. A new course was created using a TPACK model of education. In this context, the trainer takes responsibility of being a role model and the use of new technology-based applications for educational purposes appropriately updated. Additionally, integrating the TPACK model of education could make important contributions to technology integration in teacher training if the information is concretized with concept maps, if students are made creative in their own fields with digital storytelling, and if all these are transferred into a course environment via the Web with the help of a learning management system.

scholarly journals HUBUNGAN ANTARA TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE (TPACK) DENGAN TECHNOLOGY INTEGRATION SELF EFFICACY (TISE) GURU MATEMATIKA DI MADRASAH IBTIDAIYAH

2019 ◽  
Vol 2 (2) ◽  
Author(s):  
Fina Tri Wahyuni
Keyword(s):  
Technology Integration ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Mathematics Teachers ◽  
Self Efficacy ◽  
Quantitative Research ◽  
Technological Pedagogical Content Knowledge ◽  
Pedagogical Content ◽  
Level Of Significance ◽  
The Relationship

<em>RELATIONSHIP BETWEEN TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE (TPAK) WITH TECHNOLOGY INTEGRATION SELF EFFICACY (TISE) MATH TEACHER IN THE ELEMENTARY SCHOOL .</em> <em>The study aims to determine the TPACK level of MI mathematics teachers in Gebog Kudus. It will also look at the TISE level of MI mathematics teachers at Gebog Kudus and the level of significance of the relationship between TPACK and TISE on MI mathematics teachers at Gebog Kudus. The design of this study uses quantitative research approaches with correlational designs. Subjects in the study were 143 mathematics teachers, namely madrasah teachers from first grades through sixth. Data collection techniques using the TPACK and TISE Questionnaire, observation and interviews. The results showed that: 1) the TPACK level of MI mathematics teachers at Gebog Kudus at a simple level, 2) the TISE level of MI mathematics teachers at Gebog Kudus at a simple level, and 3) there was a significant relationship between TPACK and TISE at MI mathematics teachers at Gebog Kudus.</em>

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

2015 ◽  
Vol 6 (4) ◽  
pp. 13-29
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.

Mobilisation and Enactment of Malaysian ESL Teachers' Technological Pedagogical Content Knowledge

2020 ◽  
pp. 279-315
Author(s):  
Cynthia C. James ◽  
Kean Wah Lee
Keyword(s):  
Professional Development ◽  
Technology Integration ◽  
Pedagogical Content Knowledge ◽  
Learning Community ◽  
Content Knowledge ◽  
Professional Learning ◽  
Technological Pedagogical Content Knowledge ◽  
Esl Teachers ◽  
Pedagogical Content ◽  
The Third

This chapter is a review of a three-year journey into exploring the development, mobilisation, and enactment of Malaysian ESL teachers' technological pedagogical content knowledge through a professional learning community known as ‘Going Digital'. The first part of the chapter summarises the investigation on the effectiveness of the TPACK-IDDIRR + PLC as a transformative model of professional development to engender technology integration practices in the classroom. The findings reveal that the model is effective in enhancing technology integration practices of ESL teachers. In the second part, individual experiences of four members of the ‘Going Digital' are narratively explored to understand the mobilisation and enactment of TPACK from professional development to practice in the classroom. The affordances and constraints of technology integration is explored in the third part. The chapter concludes with discussions on the interconnectedness of knowledge, context, and identity; and how it has led to the proposition of the model for TPACK mobilisation, appropriation, and enactment.

Mobilisation and Enactment of Malaysian ESL Teachers' Technological Pedagogical Content Knowledge

2021 ◽  
pp. 674-711
Author(s):  
Cynthia C. James ◽  
Kean Wah Lee
Keyword(s):  
Professional Development ◽  
Technology Integration ◽  
Pedagogical Content Knowledge ◽  
Learning Community ◽  
Content Knowledge ◽  
Professional Learning ◽  
Technological Pedagogical Content Knowledge ◽  
Esl Teachers ◽  
Pedagogical Content ◽  
The Third

This chapter is a review of a three-year journey into exploring the development, mobilisation, and enactment of Malaysian ESL teachers' technological pedagogical content knowledge through a professional learning community known as ‘Going Digital'. The first part of the chapter summarises the investigation on the effectiveness of the TPACK-IDDIRR + PLC as a transformative model of professional development to engender technology integration practices in the classroom. The findings reveal that the model is effective in enhancing technology integration practices of ESL teachers. In the second part, individual experiences of four members of the ‘Going Digital' are narratively explored to understand the mobilisation and enactment of TPACK from professional development to practice in the classroom. The affordances and constraints of technology integration is explored in the third part. The chapter concludes with discussions on the interconnectedness of knowledge, context, and identity; and how it has led to the proposition of the model for TPACK mobilisation, appropriation, and enactment.

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