Technological, Pedagogical, Content Knowledge (TPACK): A Discursions in Learning Innovation on Social Studies

Terobosan berpikir dan kebaruan merupakan satu tantangan yang harus dijawab dalam abad 21. Tantangan tersebut harus direspon oleh pendidikan guna menyiapkan sumber daya manusia yang berkualitas dan melek terhadap perkembangan teknologi. Pengintegrasian informasi, komunikasi, dan technology dalam pembelajaran dikenal dengan Technological Pedagogical Content Knowledge (TPACK). Artikel ini bertujuan mendeskripsikan telaah konseptual TPACK sebagai inovasi dalam pembelajaran IPS. Artikel diuraikan dengan studi literatur yang memanfaatkan mesin pencari dalam mendapatkan ebook dan jurnal. Pembahasan yang diuraikan dalam artikel melingkupi tujuh domain pengetahuan dalam TPACK dan kaitannya dengan pembelajaran IPS. TPACK dalam pembelajaran IPS diyakini sebagai satu role model pembelajaran yang berorientasi pada perubahan dan tuntuntan abad 21 dalam merespon era pengetahuan. Pengorganisasian materi akan bersifat kontekstual. Guru dapat mengembangkan materi yang bersifat aktual.

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

Research Perspectives and Best Practices in Educational Technology Integration ◽

10.4018/978-1-4666-2988-2.ch013 ◽

2013 ◽

pp. 242-269 ◽

Cited By ~ 3

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.

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Social Studies Teacher Candidates’ Self-Efficacy Beliefs for Technological Pedagogical Content Knowledge (TPACK)

International Journal of Education and Literacy Studies ◽

10.7575/aiac.ijels.v.9n.3p.169 ◽

2021 ◽

Vol 9 (3) ◽

pp. 169

Author(s):

Hayati Adalar

Keyword(s):

Social Studies ◽

Pedagogical Content Knowledge ◽

Content Knowledge ◽

Self Efficacy ◽

Teacher Candidates ◽

Technological Pedagogical Content Knowledge ◽

Efficacy Beliefs ◽

Pedagogical Content ◽

Social Studies Teacher ◽

Multiple Variables

This study aims at examining social studies teacher candidates’ self-efficacy beliefs for technological pedagogical content knowledge through multiple variables and presenting new perspectives for researchers and practitioners. A causal-comparative research design was adopted for this study. Among non-random sampling methods, convenience sampling was used to select participants. The sample of the study consists of 349 3rd and 4th year college students (teacher candidates) studying at three state universities in Turkey’s Central Anatolia Region in the 2018–2019 academic year. The Technological Pedagogical Content Knowledge (TPACK) scale was used for collecting data in this study. T-test and one-way analysis of variance (ANOVA) was employed to analyze data. According to the obtained results, the social studies teacher candidates’ self-efficacy beliefs for technological pedagogical content knowledge can be considered above average. No significant differences were found between participants’ self-efficacy beliefs for TPACK and some independent variables such as gender, year in college, GPA score, personal computer ownership, and Instructional Technology and Material Development course score. On the other hand, it was determined that perceived technology competency and the use of content sharing platforms for professional purposes were important predictors for social studies teacher candidates’ self-efficacy beliefs about TPACK.

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