Developing Pre-Service Teachers' Technological Pedagogical Content Knowledge With E-TPCK

2019 ◽  
pp. 350-364
Author(s):  
Charoula Angeli ◽  
Andri Christodoulou
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Learning Experiences ◽  
Technological Pedagogical Content Knowledge ◽  
Control Group ◽  
Pedagogical Content ◽  
Electronic Learning ◽  
Use Of Technology ◽  
Electronic Learning Environment ◽  
Experimental Group

The authors discuss the design of e-TPCK, a self-paced adaptive electronic learning environment that was integrated in a second-year educational technology course to engage pre-service teachers' in rich learning experiences in order to develop their technological pedagogical content knowledge (TPCK) in a personalized way. The system deploys a technological solution that promotes teachers' ongoing TPCK development by engaging them in rich and valuable personalized learning experiences through the use of technology-infused design scenarios, while taking into account teachers' diverse needs, information processing constraints, and preferences. Results from an experimental research design study revealed statistically significant differences between the control group and the experimental group in favor of the experimental group, signifying that students in the experimental group who learned with e-TPCK outperformed the students in the control group in terms of developing TPCK competencies.

scholarly journals Impact of Technological Pedagogical Content Knowledge Based Education Applications on Prospective Teachers’ Self-Efficacy Belief Levels Toward Science Education

2018 ◽  
Vol 6 (10) ◽  
pp. 29 ◽  
Author(s):  
Onder Sensoy ◽  
Halil Ibrahim Yildirim
Keyword(s):  
Science Education ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Science Teachers ◽  
Self Efficacy ◽  
Technological Pedagogical Content Knowledge ◽  
Control Group ◽  
Pedagogical Content ◽  
Efficacy Belief ◽  
Experimental Group

The purpose of this study is to examine the impact of technological pedagogical content knowledge-based education applications on prospective teachers’ self-efficacy belief levels toward science education. The study was conducted on the 3rd year prospective science teachers of a public university and continued for 14 weeks. In the study, quasi -experimental method, pretest-posttest experimental design with a control group. The research was performed in the Instructional Technologies and Material Design courses during the education year of 2015-2016. In the research, one of the classes of the 3rd years was determined as a control and another one as an experimental group. There were 65 students (control=33, experiment=32) in the study group. As the instrument of data collection, the self-efficacy belief levels toward science education scale was used and the scale was applied as pretest, posttest and follow-up test. Cronbach Alpha (a) consistency coefficient of the scale is 0.82. To the students in the experimental group, the education applications based on Technological Pedagogical Content Knowledge were introduced by the researcher; the courses were made with these applications and they were requested to use these applications that they learned in the materials that they were making. As for the control group, the courses were made with the current curriculum. The research results show that the self-efficacy belief levels of prospective science teachers toward science education design is higher in the experimental group than the students in the control group.

scholarly journals Technological Pedagogical Content Knowledge: Testing the Assumptions with Teachers of Bhutan

2021 ◽  
pp. 24-36
Author(s):  
Sangay Chophel
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Gender Gap ◽  
Teacher Certification ◽  
Global Education ◽  
Technological Pedagogical Content Knowledge ◽  
Technology In The Classroom ◽  
Pedagogical Content ◽  
Use Of Technology ◽  
Catch Up

There has been an increased and rejuvenated interest in integrating technology in the day to day lives of the teachers, either due to forced circumstances or to catch up to the global education trend. Teachers’ knowledge and skills in using technology in the classroom is governed by Technological Pedagogical Content Knowledge (TPACK). While there is a plentiful of assumptions regarding the use of technology in the classrooms, this research investigated the technological components of the TPACK framework. Data was collected from 271 teachers in the various parts of the country. Using descriptive and inferential statistics, the scales in the TPACK was analyzed based on participants’ demographic information, such as age, gender, location of the school they are placed at, and teacher certification. Results suggests that there is a gender gap in the scales of TPACK, age and teacher certification are major variables on teachers’ competency and knowledge. Recommendations are discussed.

scholarly journals Empirical Evidence on the Effectiveness of the Learning by Teaching Technique among University-level English as a Foreign Language Students

2020 ◽  
Vol 6 (3) ◽  
pp. 69-79
Author(s):  
Usman Kasim ◽  
Asnawi Muslem ◽  
Faisal Mustafa
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Deep Understanding ◽  
Language Testing ◽  
Control Group ◽  
Pedagogical Content ◽  
Learning By Teaching ◽  
Teaching Technique ◽  
University Level ◽  
Experimental Group

Learning via teaching has been accepted as one of the best ways to achieve a deep understanding of a topic. This research was aimed at seeking scientific evidence to support this claim by comparing the scores the university-level EFL students obtained through the learning by teaching technique and those obtained by students who were taught traditionally using a teacher-centered approach. The experimental group consisted of 22 students who were taught pedagogical content knowledge, i.e. English Language Testing, traditionally for half of the semester and then teaching students at another university afterward. The control group consisted of 24 students who were taught language testing traditionally by the same instructor for the whole semester. Both groups were given a test to measure their content knowledge achievement; one test at the beginning of the semester and one at the end of the semester. Two-way ANOVA was used to compare the two groups’ scores, and find out how the differences in the scores was affected by the type of instruction. The results showed that there was significant evidence that the students’ scores improved significantly in both groups. However, the difference in test scores between pre-test and post-test did not depend on the type of instruction. Because the experimental group could achieve the same performance as those of the control group regardless of the shorter instruction period, it can be concluded that learning by teaching has potential as an effective method for teaching pedagogical content knowledge. Suggestions for possible modifications of this technique are discussed in this paper.

scholarly journals Determination of Pre-service Classroom Teachers’ Technological Pedagogical Content Knowledge

2017 ◽  
Vol 5 (2) ◽  
pp. 160 ◽  
Author(s):  
Şendil Can ◽  
Serpil Doğru ◽  
Gülsu Bayir
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Grade Level ◽  
Classroom Teacher ◽  
Technological Pedagogical Content Knowledge ◽  
Classroom Teachers ◽  
Pedagogical Content ◽  
Use Of Technology ◽  
Teacher Education Department ◽  
And Gender

It seems to be a must for teachers and pre-service teachers to have information and skills necessary for the use of technology in education. This requires effective planning of how technology should be integrated into the teacher training curriculums of education faculties and continuous revision of this plan. In this regard, the purpose of the current study is to investigate the pre-service classroom teachers’ technological pedagogical content knowledge in relation to grade level and gender variables. The current study employing the survey model was conducted on 136 first and third year students from the Classroom Teacher Education Department of the Education Faculty at Mugla Sitki Kocman University in the fall term of 2015-2016 academic year. As a data collection tool, a 47-item, 7-factor and five-point Likert type Technological Pedagogical Content Knowledge Scale was used. The collected data were analyzed with independent samples t-test. The findings of the test revealed that the pre-service classroom teachers’ technological pedagogical content knowledge and opinions about the sub-factors do not vary significantly depending on gender and grade level; however, their opinions about the sub-factor of technological knowledge vary significantly depending on grade level.

scholarly journals Technological Pedagogical Content Knowledge (TPACK) in Teaching 21st Century Skills in the 21st Century Classroom

2019 ◽  
Vol 15 (3) ◽  
pp. 24 ◽  
Author(s):  
Hidayu Shafie ◽  
Faizah Abd Majid ◽  
Izaham Shah Ismail
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
21St Century ◽  
21St Century Skills ◽  
Creative Thinking ◽  
Industrial Revolution ◽  
Technological Pedagogical Content Knowledge ◽  
Pedagogical Content ◽  
21St Century Education ◽  
Use Of Technology

This conceptual paper explores the concept of technological pedagogical content knowledge (TPACK) in relation to the teaching of 21st-century skills with the purpose of establishing a relationship between them. Due to the advancement and development of industrial revolution and technology, the education scenario also changes towards 21st-century education, whereby more focus is given on the use of technology and 21st-century skills. The teachers’ roles change, and they are required to not only teach the core subject matters, but they also have to teach and train the students with 21st-century skills. However, not all teachers are well-trained on how to teach those skills to the students, especially when they also have to integrate technology in their teaching as well. Therefore, it is crucial to investigate whether the teachers understand and know how to teach 21st-century skills while integrating technology at the same time. Based on this needs, this paper will discuss the teachers’ knowledge, understanding and application of the TPACK framework by Koehler et al. (2006) and how will this framework affect their teaching of 21st-century skills in the classroom. The 21st-century skills framework suggested by the Malaysian Ministry of Education called the 4C1V (communication, collaboration, critical thinking, creative thinking and values and ethics) which is based on the P21 framework is included in the conceptual framework of this study, along with the TPACK framework. This study will attempt to establish a relationship between these two frameworks through a quantitative study, and the findings from this study would contribute to the knowledge on what aspects or skills that teachers will need to improve in order to teach the 21st-century skills to the students.   KEYWORDS: Pedagogical Content Knowledge (PCK), Technological Pedagogical Content Knowledge (TPACK), 21st Century Education, 21st Century Skills

scholarly journals Technology Use and Technology-Related Learning Experiences as Perceived by Indonesian Tertiary EFL Students

2021 ◽  
Vol 10 (3) ◽  
pp. 33
Author(s):  
Sofendi ◽  
Rita Inderawati ◽  
Machdalena Vianty
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Technology Use ◽  
Learning Experience ◽  
Learning Experiences ◽  
Technological Pedagogical Content Knowledge ◽  
Training Institution ◽  
Pedagogical Content ◽  
Efl Students ◽  
Teacher Training Institution

Research aiming at investigating Technological Pedagogical Content Knowledge (TPACK) has been extensively conducted and measured by TPACK instruments developed in the context of ESL (English as a Second Language). Therefore, research within the context of EFL (English as a Foreign Language) and which applies a TPACK instrument specifically designed for the EFL context can give a significant contribution to the field of study. This study was conducted to map the TPACK of thirty-three EFL students at a teacher training institution in South Sumatera (Indonesia) by using a TPACK questionnaire specifically designed to map ICT-related learning experiences of Indonesian EFL students. The result of the analysis was presented in terms of the students’ TPACK perceptions concerning five domains: Technological Knowledge (TK), Technological Content Knowledge (TCK), Technological Pedagogical Knowledge (TPK), Technological Pedagogical Content Knowledge (TPCK), and Technology-Related Learning Experience (TLE).

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