scholarly journals Measuring the Impact of Technological Pedagogical Content Knowledge on Teacher Resilience in Universities of Pakistan

2019 ◽  
Vol 12 (3) ◽  
pp. 1872-1881
Author(s):  
Muddassaraha Sadaf
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Research Design ◽  
Significant Relationship ◽  
Positive Impact ◽  
Technological Pedagogical Content Knowledge ◽  
Distribution Analysis ◽  
Pedagogical Content ◽  
Teacher Resilience ◽  
The Impact

The aim of this Empirical Paper is to determine the impact & linkage of Technological Pedagogical Content Knowledge with Teacher Resilience among teachers of Pakistan. Data collection was conducted in 7 universities, 5 Colleges, 3 Schools and 2 Academies including public and private educational institutes of 3 cities of Pakistan by using simple random sampling technique. Self-administered questionnaires were distributed among 425 teachers. With 92.94% response rate, 395 questionnaires were responded positively. 377 responses were found useable. Confirmatory Factor Analysis, Reliability Analysis, Frequency Distribution Analysis, Pearson's R correlation & Multiple linear Regressions analysis techniques were used to analyze the data on SPSS PSAW version 22.The Regression model is moderately parsimonious with 52.7% of the variance. TPACK Framework on the whole have positive impact (β=.439) & have positive strong significant relationship (.702**) at the 0.002 level of significance with teacher resilience. Technology Knowledge has positive impact (β=.478) & have positive moderate significant relationship (.461**),Pedagogy Knowledge has positive impact (β=.512) & have positive moderate significant relationship (.573**),Content Knowledge has positive impact (β=.412) & have positive moderate significant relationship (.398**),Pedagogical Content Knowledge has positive impact (β=.401) & has positive moderate significant relationship (.429**), Technological Pedagogical Knowledge has positive impact (β=.295) & have positive moderate significant relationship (.322**),Technological Content Knowledge has positive impact (β=.478) & have positive moderate significant relationship (.418**),Technological Pedagogical Content Knowledge has positive impact (β=.307) & have positive moderate significant relationship (.497**) & Context Knowledge has positive impact (β=.395) & has positive moderate significant relationship (.330**) with teacher resilience. This study is significant enough to support the teachers and educational policy makers to adopt technology based pedagogical approaches to foster resilience among teachers and educational settings. By using cross sectional research design, the study was conducted in context of Pakistan. The model can be studied by scholars in future by using longitudinal & time series research design to increase generalizability.

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 Efficient Use of Clickers: A Mixed-Method Inquiry with University Teachers

2018 ◽  
Vol 8 (1) ◽  
pp. 31 ◽  
Author(s):  
◽  
◽  
Keyword(s):  
Focus Group ◽  
Pedagogical Content Knowledge ◽  
Technology Acceptance ◽  
Content Knowledge ◽  
Mixed Method ◽  
Technological Pedagogical Content Knowledge ◽  
Technological Knowledge ◽  
Successful Implementation ◽  
Pedagogical Content ◽  
The Impact

With the advancement of information technology and policies encouraging interactivities in teaching and learning, the use of students’ response system (SRS), commonly known as clickers, has experienced substantial growth in recent years. The reported effectiveness of SRS has varied. Based on the framework of technological-pedagogical-content knowledge (TPACK), the current study attempted to explore the disparity in efficiency of adopting SRS. A concurrent mixed method design was adopted to delineate factors conducive to efficient adoption of SRS through closed-ended survey responses and qualitative data. Participants were purposefully sampled from diverse academic disciplines and backgrounds. Seventeen teachers from various disciplines (i.e., tourism management, business, health sciences, applied sciences, engineering, and social sciences) at the Hong Kong Polytechnic University formed a teacher focus group for the current study. In the facilitated focus group, issues relating to efficient use of clickers, participants explored questions on teachers’ knowledge on various technologies, knowledge relating to their subject matters, methods and processes of teaching, as well as how to integrate all knowledge into their teaching. The TPACK model was adopted to guide the discussions. Emergent themes from the discussions were extracted using NVivo 10 for Windows, and were categorized according to the framework of TPACK. The survey, implemented on an online survey platform, solicited participants on teachers’ knowledge and technology acceptance. The close-ended survey comprised 30 items based on the Technological Pedagogical Content Knowledge (TPACK) framework and 20 items based on the Unified Theory of Acceptance and Use of Technology (UTAUT). Participating teachers concurred with the suggestion that use of clickers is instrumental in engaging students in learning and assessing formative students’ progress. Converging with the survey results, several major themes contributing to the successful implementation of clickers, namely technology, technological-pedagogical, technological-content, technological-pedagogical-content knowledge, were identified from the teacher focus groups. The most and second most frequently cited themes were technological-pedagogical-content Knowledge and the technological knowledge respectively. Findings from the current study triangulated with previous findings on TPACK and use of clickers, particularly, the influence of technological-pedagogical-content Knowledge and technological knowledge on successful integration of innovations in class. Furthermore, the current study highlighted the impact of technological-pedagogical and technological-content knowledge for further research to unfold technology adoption with these featured TPACK configurations, as well as rendering support to frontline academics related to integration of technology and pedagogy.

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.

scholarly journals Transmedia Narratives of Social Intervention: Affecting Reflexiveness in the Communicative Phenomenon as a Key Competence in Education

2021 ◽  
Vol 5 ◽  
Author(s):  
Xiana Sotelo
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Teaching And Learning ◽  
Digital Storytelling ◽  
Positive Impact ◽  
Technological Pedagogical Content Knowledge ◽  
Social Intervention ◽  
Multimedia Technology ◽  
Cognitive Approach ◽  
Pedagogical Content

Highlighting the educational grounds of transmedia frameworks, this article acknowledges the positive impact of multimedia technology in cademic achievement and focuses on the examination of the reflexiveness in the communicative phenomenon as a key competence in education. In the search for a deeper understanding of the role that transmedia formats can play in both teaching and learning, the theoretical and conceptual ground for the analysis will follow the premises of the new field called TPCK (Technological Pedagogical Content Knowledge) and the well-known Seven Elements of Digital Storytelling. Moreover, a cognitive approach to narrative will be introduced to delineate the reflectiveness of the affection in linguistic and cognitive parameters.

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.

Assessment and Development of Iranian EFL Teachers’ Technological Pedagogical Content Knowledge (TPACK)

2021 ◽  
Author(s):  
Rana Najjari ◽  
Gholam reza Abbasian ◽  
Massood Yazdanimoghaddam
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Technological Pedagogical Content Knowledge ◽  
Learning By Doing ◽  
Future Research ◽  
Computer Assisted ◽  
Positive Contribution ◽  
Pedagogical Content ◽  
Efl Teachers ◽  
The Impact

Abstract This research aimed to study the impact of “Technological Pedagogical Content Knowledge” (TPACK) workshops on Iranian EFL teachers’ and their TPACK progress after implementation of workshops. TPACK workshops were implemented by using TPACK framework (Koehler & Mishra, 2006) and “learning by doing” method (Hegelheimer & Chapelle, 2004) to investigate in what manner English teachers expand TPACK skills and use it in instruction. 15 EFL teachers who attended this qausi-experimental research design were the participants of this study who attempted two separate TPACK literacy, implementation and perceptions questionnaires. Findings resulted in positive contribution to the target teachers after TPACK workshop implementation. Moreover, it was observed that participants’ perceptions towards TPACK literacy developed in the light of TPACK workshops. Thereby, the study develops a new perspective and provides empirical evidence in the investigation of integrating technology and knowledge in teaching English and Computer-Assisted Language Learning (CALL) in Iran. Also, the theoretical and pedagogical recommendations for future research and practice are provided.

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