scholarly journals ICT-Pedagogy Integration in Elementary Classrooms: Unpacking the Pre-service Teachers’ TPACK

2019 ◽  
pp. 29-56
Author(s):  
MARK GILL M. MERCADO ◽  
FLORANTE P IBARRA
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Student Teaching ◽  
Significant Relationship ◽  
Self Efficacy ◽  
Elementary Classrooms ◽  
Technological Pedagogical Content Knowledge ◽  
Pedagogical Knowledge ◽  
Integrated Instruction ◽  
Pedagogical Content

This study aimed to investigate the Technological Pedagogical Content Knowledge (TPACK) self-efficacy and ICT integration skills of elementary pre-service teachers in elementary classrooms. The respondents were fifty-two (52) elementary pre-service teachers enrolled in the student teaching program at the Central Luzon State University. Results revealed that most of respondents perceived themselves to be highly proficient in all domains of TPACK framework: Technology Knowledge (TK), Content Knowledge (CK), Pedagogical Knowledge (PK), Pedagogical Content Knowledge (PCK), Technological Content Knowledge (TCK), Technological Pedagogical Knowledge (TPK) and Technological Pedagogical Content Knowledge (TPCK). Most of them were found to be good in integrating ICT in classroom instruction, particularly in terms of planning and implementation.Respondents’ GPA in Educational Technology and ICT-related courses was found to have negative significant relationship with their planning and implementation of ICT-Integrated instruction. Their TPACK self-efficacy had a highly significant relationship with their planning and implementation of ICT-integrated instruction.

scholarly journals Technological Pedagogical Content Knowledge (TPACK) and the Teaching of Science: Determiners for Professional Development

2021 ◽  
Vol 39 (1) ◽  
Author(s):  
Fitri Suraya Mohamad
Keyword(s):  
Professional Development ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Science Teachers ◽  
Teaching Experience ◽  
Technological Pedagogical Content Knowledge ◽  
Pedagogical Knowledge ◽  
Science Content ◽  
Extensive Experience ◽  
Pedagogical Content

The study investigates how Science teachers articulate their self-confidence in teaching Science with technology. Technological Pedagogical Content Knowledge (TPACK) is used as the primary tool to describe their practice. Using a quantitative approach, with an initial survey of 408 science teachers from 59 secondary schools in a state in East Malaysia, descriptive and inferential statistics were conducted to assess science teachers’ level of TPACK and discriminate differences between perceptions on TPACK related to their teaching experience. Findings revealed that the level of Content Knowledge (CK), Pedagogical Knowledge (PK), Technological Knowledge (TK) and Pedagogical Content Knowledge (PCK) are high, in comparison to their Technological Content Knowledge (TCK), Technological Pedagogical Knowledge (TPK) and Technological Pedagogical Content Knowledge (TPACK) which were recorded at a moderate level. The study also found how teachers with more extensive experience teaching reported higher confidence with their CK, PK and PCK. Novice teachers indicated slightly higher confidence in their TK. The study provides a set of determiners for professional development opportunities for Sarawak Science teachers to upskill their knowledge to integrate science content, pedagogy, and technology.

scholarly journals Princípios de design de uma experiência baseada no TPACK na formação inicial de professores de matemática

Zetetike ◽  
2021 ◽  
Vol 29 ◽  
pp. e021006
Author(s):  
Luis Fabián Gutiérrez-Fallas ◽  
Ana Henriques
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Technological Pedagogical Content Knowledge ◽  
Technological Knowledge ◽  
Pedagogical Knowledge ◽  
Pedagogical Content

O TPACK (Technological Pedagogical Content Knowledge) conceptualiza o conhecimento profissional do professor para uma efetiva integração da tecnologia na educação, que é um desafio frequente no ensino da Matemática. Sendo essencial garantir o seu desenvolvimento na formação inicial de professores de Matemática, este estudo, seguindo uma Investigação Baseada em Design, visa compreender como os princípios de design adotados numa experiência de formação centrada no desenvolvimento do TPACK de futuros professores (FP) de Matemática do 7.º ao 12.º anos de escolaridade contribuem para promover esse conhecimento. Os resultados, com base na análise de resoluções escritas dos FP das tarefas propostas na formação e respostas a entrevista e questionário, mostram que a experiência de formação promoveu competências tecnológicas dos FP, evidenciando a mobilização do TK (Technological Knowledge), TCK (Technological Content Knowledge) e TPK (Technological Pedagogical Knowledge) em articulação com o PCK (Pedagogical Content Knowledge) e, consequentemente, com o TPACK.

scholarly journals INTEGRASI TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE (TPACK) DALAM PERANGKAT PEMBELAJARAN DARING GURU BAHASA INDONESIA

Basastra ◽  
2021 ◽  
Vol 10 (2) ◽  
pp. 196
Author(s):  
Vina Aditama ◽  
Dini Restiyanti Pratiwi
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Technological Pedagogical Content Knowledge ◽  
Technological Knowledge ◽  
Pedagogical Knowledge ◽  
Pedagogical Content ◽  
Bahasa Indonesia

Penelitian ini bertujuan untuk mendeskripsikan integrasi technological pedagogical content knowledge (TPACK) dalam perangkat pembelajaran daring guru bahasa Indonesia. Metode yang digunakan dalam penelitian ini adalah deskriptif kualitatif. Objek dalam penelitian ini berupa rencana pelaksanaan pembelajaran (RPP) daring mata pelajaran bahasa Indonesia di SMP Al Qolam Muhammadiyah Gemolong. Adapun Subjek dalam penelitian ini adalah guru bahasa Indonesia SMP Al Qolam Muhammadiyah Gemolong. Pengumpulan data dalam penelitian ini dilakukan dengan menggunakan teknik dokumentasi dan wawancara. Teknik analisis data dalam penelitian ini dilakukan dengan cara reduksi data, penyajian data, dan verifikasi. Hasil penelitian ini menunjukkan bahwa integrasi technological pedagogical content knowledge (TPACK) dikelompokkan menjadi 4 bagian yang meliputi (1) integrasi technological knowledge (TK), (2) integrasi pedagogical knowledge (PK), (3) integrasi content knowledge (CK), dan (4) integrasi technological pedagogical content knowledge (TPCK). Kata kunci: TPACK, Perangkat Pembelajaran Daring, dan Guru Bahasa Indonesia

scholarly journals Coğrafya Öğretmenlerinin Teknolojik Pedagojik Alan Bilgisi İle İlgili Yeterliliklerinin İncelenmesi / Examining the Skills of Geography Teachers’ Technological Pedagogical Content Knowledge

2017 ◽  
Vol 6 (2) ◽  
pp. 485 ◽  
Author(s):  
Esengül Doğru ◽  
Fatih Aydın
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Technological Pedagogical Content Knowledge ◽  
Pedagogical Knowledge ◽  
City Centre ◽  
Pedagogical Content ◽  
Related Literature ◽  
Kolmogorov Smirnov ◽  
Level Of Knowledge ◽  
And Gender

<p><strong>Abstract</strong></p><p>The main purpose of this research was to determine the competencies of technological pedagogical content knowledge (TPCK) of geography teachers and to examine whether these competencies differed significantly according to various variables. The study included a total of a total of 42 geography teachers employed in Karabuk city centre and its districts in 20015-2015 education year. The data of the study was gathered though Technological Pedagogical Content Knowledge (TPCK) developed by Pamuk, Ergun, Çakır, Yılmaz ve Ayas (2012). Frequency and percentage values along with Kolmogorov-Smirnov (K-S) test, Mann Whitney U test and Kruskal Wallis H test were used to analyse the data of the current study. The results of the study revealed that the technological pedagogical content knowledge of geography teachers was not enough. Results also demonstrated the level of geography teachers’ technological pedagogical content knowledge did not differ significantly according to their skills and knowledge at using technology, seniority, education level and gender. Content Knowledge is one of the subscales of TPCK that geography teachers had the highest level of knowledge. Furthermore, the level of technological content knowledge of geography teachers was higher than that of technological pedagogical knowledge. The results of the study were discussed in line with the related literature and some suggestions were made. </p><p><strong>Öz</strong></p><p>Bu araştırmanın temel amacı, Coğrafya öğretmenlerinin Teknolojik Pedagojik Alan Bilgisi (TPAB) yeterliliklerinin tespit edilmesi ve bu yeterliliklerin çeşitli değişkenlere göre farklılık gösterip göstermediğinin incelenmesidir. Çalışmaya, 2015-2016 eğitim öğretim yılında Karabük il merkezi ve ilçelerinde görev yapmakta olan toplam 42 Coğrafya öğretmeni katılmıştır. Veri toplama aracı olarak, araştırmanın nicel kısmı için ölçme aracı olarak Pamuk, Ergun, Çakır, Yılmaz ve Ayas (2012) tarafından geliştirilen, Teknolojik Pedagojik Alan Bilgisi (TPAB) ölçeği kullanılmıştır. Verilerin analizinde yüzde ve frekans değerleri, Kolmogorov-Smirnov (K-S) testi, Mann Whitney U testi, Kruskal Wallis H testi kullanılmıştır. Araştırma sonuçları, Coğrafya öğretmenlerinin Teknoloji Bilgilerinin (TB) yeterli olmadığını göstermektedir. Coğrafya öğretmenlerinin Pedagojik Bilgileri (PB), teknolojiyi kullanmadaki bilgi ve becerilerine, meslekteki hizmet yıllarına, eğitim durumlarına ve cinsiyetlerine göre farklılaşmadığı sonucuna ulaşılmıştır. TPAB’nin alt boyutlarından olan Alan Bilgisi (AB), öğretmenlerin en yüksek seviyede bilgi sahibi oldukları boyuttur. Ayrıca öğretmenlerin, Teknolojik Alan Bilgisi (TAB) düzeylerinin Teknolojik Pedagojik Bilgi (TPB) düzeylerine göre yüksek çıktığı görülmüştür. Araştırma sonuçları ilgili alan yazınla ilişkili bir biçimde tartışılmış ve bazı öneriler sunulmuştur.</p>

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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