Contextual Influences on Science Teachers' TPACK Levels

The contextual factors influencing teachers' use of technology as well as teachers' Technological Pedagogical Content Knowledge (TPACK) levels were investigated through multiple embedded case studies of five science teachers who were regular users of technology in their teaching. The case studies reported in this chapter revealed that teachers used technology to support inquiry learning through a wide range of ways in lower levels of high school but mostly to clarify concepts and theories for senior level students. This chapter identified that teachers demonstrated different TPACK levels of expertise and engagement in the use of technology when transferring different types of knowledge from one teaching and learning context to another and for addressing differences amongst learners. The context of assessment driven teaching influences science teachers' TPACK for integrating technology in instruction. The chapter noted that having teachers actively evaluate the effectiveness of the technology on students' learning may help increase teachers' TPACK levels.

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Contextual Influences on Science Teachers' TPACK Levels

K-12 STEM Education ◽

10.4018/978-1-5225-3832-5.ch023 ◽

2018 ◽

pp. 448-475

Author(s):

Kofi Acheaw Owusu ◽

Lindsey Conner ◽

Chris Astall

Keyword(s):

Case Studies ◽

Science Teachers ◽

Teaching And Learning ◽

Contextual Influences ◽

Learning Context ◽

Pedagogical Content ◽

Factors Influencing ◽

Use Of Technology ◽

Wide Range ◽

Technology In Instruction

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Technology Driven Differentiated Instruction in Science Teaching

International Journal of Education ◽

10.5296/ije.v11i2.14700 ◽

2019 ◽

Vol 11 (2) ◽

pp. 15

Author(s):

Mohammed S. Al-rsa’i ◽

Mohammed F. Shugairat

Keyword(s):

Differentiated Instruction ◽

Science Teaching ◽

Content Knowledge ◽

Science Teachers ◽

Analytical Approach ◽

Science Curriculum ◽

Technological Pedagogical Content Knowledge ◽

Pedagogical Content ◽

Learning Patterns ◽

Use Of Technology

This study aimed to investigate how to implement Differentiated instruction in Science teaching by using technology. The analytical approach was used and the results showed that technology enhanced Differentiated instruction because of the diversity of technology tools and programs. Moreover, the use of technology in Differentiated instruction requires the hiring of (TPACK) model (Technological Pedagogical content Knowledge) regarding the interrelationship between content, teaching and technology. Technology also helps in applying Differentiated instruction of Science through identifying students’ interests, and the degree of readiness, along with the appropriate learning patterns for each of them. The study recommends training science teachers how to implement the Differentiated instruction by using technology, and sensitize them to (TPACK) model increasing opportunities of including this model in the science curriculum.

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Teachers’ Utilization of Computer-Based Technology in Science Instruction

International Journal of Technology in Education and Science ◽

10.46328/ijtes.261 ◽

2021 ◽

Vol 5 (3) ◽

pp. 427-446

Author(s):

Yesha M. Paje ◽

Danilo V. Rogayan ◽

Marshall James P. Dantic

Keyword(s):

Science Teachers ◽

Policy Development ◽

Science Instruction ◽

Ict Literacy ◽

Use Of Technology ◽

Computer Based ◽

Inventory Survey ◽

Ict Training ◽

Technology In Instruction ◽

Descriptive Survey

With the onset of Education 4.0 and the VUCAD2 world, the use of technology in instruction has been fully maximized. This study aimed to determine the teachers’ utilization of computer-based technology in science instruction. The study used descriptive survey research using the Computer-Based Technology Inventory Survey Questionnaire (CBTI-SQ). A total of 41 science teachers in two state-owned secondary schools in Zambales, Philippines served as respondents in the study. Based on the findings, the computer-based technology (CBT) in science instruction is a trend in the 21st-century learning. Teachers utilized CBT in instruction to improve their teaching that significantly uplifts students’ learning interests and concept understanding. However, teachers encounter difficulties due to low ICT literacy, unstable internet connection, power interruption, and sometimes they find it too expensive to use the CBT. The study recommends ICT training-workshop and encourages teachers to utilize appropriate CBT instruction based on the context of the students. The findings have important implications to policy development and curriculum enhancement.

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An Examination of ICT Planning Maturity in Schools

Current Issues in IT Education ◽

10.4018/978-1-93177-753-7.ch030 ◽

2003 ◽

pp. 376-395

Author(s):

Julie Mackey ◽

Annette Mills

Keyword(s):

New Zealand ◽

Case Studies ◽

Primary Schools ◽

Teaching And Learning ◽

School Administration ◽

Educational Environment ◽

Stage Model ◽

Use Of Technology ◽

Information And Communication ◽

Insight Into

Information and communication technology (ICT) has the potential to revolutionize teaching and learning as well as school administration, yet little is known about the maturity of ICT planning in schools and the manner in which schools plan for the acquisition and use of these technologies in the educational environment. However, as school investments in ICT increase and they become more reliant on ICT, effective planning becomes more central to schools’ ability to maximize their use of technology. This research examines ICT planning in schools and proposes a four-stage model of the evolution of ICT planning maturity in schools. The model emerges from case studies conducted in eight New Zealand primary schools and provides insight into the nature of ICT planning in schools and the factors that contribute to planning maturity.

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Technology Tips: Ferrari's Method and Technology

Mathematics Teacher ◽

10.5951/mt.99.1.0068 ◽

2005 ◽

Vol 99 (1) ◽

pp. 68-70

Keyword(s):

Content Knowledge ◽

Teaching And Learning ◽

Inservice Teachers ◽

Appropriate Use ◽

Pedagogical Content ◽

Technology Application ◽

Use Of Technology ◽

Teachers And Students ◽

K 12 ◽

The University

Welcome to another year of “Technology Tips.” I, Suzanne Harper, will be the primary editor for the 2005–2006 column issues, and it is my pleasure to introduce this year's new co-editor, Shannon Driskell. Shannon teaches undergraduate and graduate mathematics content courses at the University of Dayton in Ohio. Her main interests include the appropriate use of technology in K–12 mathematics, preservice and inservice teachers' pedagogical content knowledge, and the teaching and learning of geometry. We are always looking for new and interesting ways for teachers and students to use technology effectively. If you have a tip that can help other teachers learn how to use a technology application in the classroom, please send ideas to my contact address. I also would like to take the time to thank Hollylynne Stohl Lee for her amazing dedication and guidance as editor of the column last year.

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difference between reality and desirability in science teachers’ pedagogical content knowledge as perceived by their students

Cypriot Journal of Educational Sciences ◽

10.18844/cjes.v15i5.4097 ◽

2020 ◽

Vol 15 (5) ◽

pp. 1011-1029

Author(s):

Abdullah Ambusaidi Ambusaidi ◽

Fatemah Al-Hajri ◽

Maryam Al Mahrooqi

Keyword(s):

Pedagogical Content Knowledge ◽

Content Knowledge ◽

Science Teachers ◽

Teaching And Learning ◽

Role Playing ◽

Project Based Learning ◽

Pedagogical Content ◽

Inquiry Based Learning ◽

Study Results ◽

Level Of Agreement

The aim of the study is to investigate Omani science teachers’ pedagogical content knowledge (PCK) from the perceptions of their students. A questionnaire with two versions consisting of 16 main items was used to assess these perceptions. In addition, a focus group interview was conducted to other participants. The questionnaire was administered to 1,400 Omani 10th grade students using a convenient method of sampling. The findings indicated that the level of agreement between what teachers practiced in reality and what their students preferred, overall, is very good. From the study results, there are two major issues in the PCK of Omani science teachers: one is related to traditionalism, abstraction and centrality of examination in science teaching and the other one is students' passiveness during the learning process. The study recommended more use of student-centred teaching and learning methods such as project-based learning, inquiry-based learning, problem solving and role-playing. Keywords: Science teachers, PCK, perceptions, reality, desirability;

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Assessing the influence of Mathematics in Teaching and Learning Physics Subject in Secondary Schools in Tanzania

International Journal of Scientific Research and Management ◽

10.18535/ijsrm/v9i11.m01 ◽

2021 ◽

Vol 9 (11) ◽

pp. 358-366

Author(s):

Sospeter Shikulu Malaki

Keyword(s):

Science Teachers ◽

Teaching And Learning ◽

Value Added ◽

Numerical Data ◽

Economic Activities ◽

Strong Positive Relationship ◽

Wide Range ◽

Innovation And Technology ◽

Research Findings ◽

Mathematics And Physics

Learning Mathematics is a key fundamental in every education system that aims to prepare its citizens for a productive life in the 21st century. As a nation, the development of a highly-skilled and well-educated manpower is critical to support an innovation and technology-driven economy. A strong grounding in Mathematics and a talent pool in Mathematics are essential to support the wide range of value-added economic activities and innovations. In this vein, a study intended to assess the influence of Mathematics in teaching and learning Physics, a case study of secondary education. A study was guided by two specific objectives; to determine the applications of Mathematics in Physics and to investigate the relationship between Mathematics and Physics. The qualitative and quantitative approaches were used in getting categorical and numerical data in line with the triangulation research design employed. Students and science teachers were targeted in the collection of data which made a total of 60 participants. The questionnaire, observation and documentary review were key devices used in data collection processes. The collected data were analyzed by using SPSS and the research findings revealed that there is statistically very strong positive relationship between Mathematics and Physics. . In other words, the influence of Mathematics in Physics subject is enormous to the extent that students are encouraged not to drop Mathematics in their early classes. This will assist to increase number of Tanzanian engineers and geologists in various sectors for extracting our natural resources.

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Implementation of Competence-Based Learning Approach: stories of practices and the Tuning contribution to academic innovation

Tuning Journal for Higher Education ◽

10.18543/tjhe-3(1)-2015pp19-56 ◽

2015 ◽

Vol 3 (1) ◽

pp. 19 ◽

Cited By ~ 2

Author(s):

Anna Serbati

Keyword(s):

Case Studies ◽

Teaching And Learning ◽

Approaches To Learning ◽

Structured Interviews ◽

Pedagogical Content ◽

Academic Innovation ◽

Starting Point ◽

Multiple Case ◽

Student Centred Learning ◽

Teaching Learning

The rationale of the present paper is to investigate and stimulate a reflection on the Tuning contribution to academic innovation through the collection of case studies among some Tuning projects, focussing on methods and tools to implement successful and innovative approaches to learning, teaching, and assessment appropriate for competence-based approach (CBA). In order to deepen these concepts, a conceptual framework on competence-based approach and student-centred learning will be presented, particularly focussing teacher conceptions of teaching as well as pedagogical content knowledge and their influence on teaching practices. The Tuning contribution in supporting academic innovation will then be deepened, through a macro-level overview of the methodology, and a synoptic table of cross-cutting themes identified across the Tuning projects will be the starting point of the empirical part of this study. Moreover, the multiple case studies conducted through semi-structured interviews with teachers from Higher Education Institutes involved in previous completed Tuning projects will be presented. Research design, sampling and data analysis will be described, and major findings will be presented. Results show a general understanding, but with different perspectives on the competence based approach as well as appropriate teaching and learning methods applied worldwide within the CBA framework. Outlines on the Tuning contribution to academic innovation in this framework will be offered, by identifying main strengths, weaknesses, threats and opportunities of the methodology. Suggestions and guidelines for future projects, training and researches of the Tuning Academy are provided for possible implementation, highlighting the relationship between teaching, learning and research.

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Access and Skill in Using ICT in an Open and Distance Learning Context—Students’ ICT Sophistication

Progressio South African Journal for Open and Distance Learning Practice ◽

10.25159/0256-8853/3077 ◽

2019 ◽

Vol 41 (1) ◽

Author(s):

Hanlie Liebenberg ◽

Dion Hendrik Van Zyl

Keyword(s):

Higher Education ◽

Teaching And Learning ◽

Information And Communications Technology ◽

Learning Context ◽

Student Body ◽

Use Of Technology ◽

Open And Distance Learning ◽

Nuanced Understanding ◽

The University

A long-standing focus of research in higher education has been on monitoring the degree of student access to information and communications technology (ICT). Recent debates have moved towards a more nuanced understanding of students’ technological experiences and behaviour. As the world changes, so does higher education and expectations regarding the role of technology within this environment. Universities, which continuously strive to improve teaching and learning, need to accommodate students’ increased use of technology and enhance their proficiency and fluency in accessing and using ICT as these skills are required to succeed in education and in life after graduation. This paper proposes that access to ICT constitutes only one dimension of a more complex and elaborate construct, namely that of ICT sophistication, which concerns students’ level of ICT use, and their experience of and engagement and fluency in ICT. As a basis to evaluate the ICT sophistication of students at the University of South Africa, the researchers drew on the findings of the said university’s surveys conducted in 2011 and 2014. This evaluation also served as a method for segmenting the student body to inform interventions. The results obtained supported findings in the literature that “access” could not be fully understood by drawing a one-dimensional distinction between access and non-access.

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Implementing tablets to teach Reading in Grade 5

Reading & Writing ◽

10.4102/rw.v9i1.197 ◽

2018 ◽

Vol 9 (1) ◽

Author(s):

Ethel Maboe ◽

Cornelia G.A. Smith ◽

Mumthaz Banoobhai ◽

Moses Makgato

Keyword(s):

Primary Schools ◽

Teaching And Learning ◽

Poor Performance ◽

Modern Technology ◽

Pedagogical Content ◽

Use Of Technology ◽

Grade 5 ◽

Educational Environments ◽

Correct Pronunciation ◽

Group Interviews

Literacy is regarded as a fundamental skill for people to communicate successfully in all areas of life. In the light of the poor performance of learners, an investigation concerning reading is imperative to enhance literacy in South Africa. This study explores the use of tablets to enhance English reading among learners in Grade 5 from selected primary schools in Atteridgeville. The sample consisted of 12 learners, six teachers and six parents. Tablets form part of connectivity because modern technology is used to draw the learners into listening and reading English. Technological Pedagogical Content Knowledge focuses on the use of modern technology to enhance teaching and learning in education. The study followed a qualitative approach involving a case study. Focus group interviews and observations were used as research instruments. The findings of the investigation reveal that learners using tablets have an advantage, because modern digital natives enjoy the use of technology to communicate and learn, which enhances their reading and learning. Tablets provide learners with the opportunity to experience technology physically and independently. Audiobooks used on tablets were a great help to facilitate reading development in English, especially with regard to vocabulary branching and correct pronunciation. Funds are still a problem because the use of technology does not happen in all educational environments.

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