scholarly journals An Investigation of Technological Pedagogical and Content Knowledge (TPACK) Competencies of Pre-Service Visual Arts Teachers

2021 ◽  
Vol 4 (3) ◽  
pp. 527-541
Author(s):  
Sema Kara
Keyword(s):  
Academic Achievement ◽  
Content Knowledge ◽  
Visual Arts ◽  
Research Data ◽  
Technology Knowledge ◽  
Arts In Education ◽  
Arts Teachers ◽  
Comparative Survey ◽  
Knowledge Competencies ◽  
Technology Pedagogy

This study aimed to examine TPACK (Technology, Pedagogy and Content Knowledge) competencies of pre-service visual arts teachers. Based on the descriptive and comparative survey model, TPACK competencies of pre-service visual arts teachers were compared on variables of gender, year of study and academic achievement. The participants of the study were 253 pre-service teachers studying in department of visual arts in Education Faculties of Atatürk, Karadeniz Teknik, Mersin and Necmettin Erbakan Universities. TPACK Competencies Scale was used to collect research data. The findings showed that TPACK competencies of pre-service visual arts teachers were low in terms of technology knowledge, but high in content knowledge. In addition, their TPACK competencies vary based on gender, year of study and academic achievement.

scholarly journals The Effectiveness of Technology, Pedagogy and Content Knowledge (TPACK) in Learning

2020 ◽  
Vol 26 (1) ◽  
pp. 43-51
Author(s):  
Nalurita Absari ◽  
Priyanto Priyanto ◽  
Muslikhin Muslikhin
Keyword(s):  
Content Knowledge ◽  
Learning Process ◽  
Random Sampling ◽  
Simple Random Sampling ◽  
Technological Knowledge ◽  
Technology Knowledge ◽  
Positive Effects ◽  
Positive Effect ◽  
Technology Pedagogy

The study examined the factors affected teachers' Technology, Pedagogy and Content Knowledge (TPACK). Those factors are Technology Knowledge (TK), Pedagogy Knowledge (PK), Content Knowledge (CK) and Technology Pedagogy Knowledge (TPK). Curriculum 2013 has been applying for 5 years. However, an evaluation of how does the teacher deliver learning subjects (pedagogy knowledge), and the implementation of subject mastery (content knowledge) and technology mastery (technology knowledge) is strongly suggested. The study was quantitative with an associative method involving 200 teachers in Salatiga region as samples drawn with simple random sampling. The results of the study showed that PK has a positive effect on TPACK, while TK and CK do not have a positive effect on TPACK. Furthermore, TK, TPK, PK have positive effects on TPK, and TPK has a positive effect on TPACK. This study also suggested that age influences the development of technological knowledge and if one of the knowledge is not possessed by a teacher, the learning process will achieve maximum outcomes.

Investigation of Online Learning Satisfaction During COVID 19: In Relation to Academic Achievement

2020 ◽  
Vol 1 (1) ◽  
Author(s):  
Abdul Basith ◽  
Rosmaiyadi Rosmaiyadi ◽  
Susan Neni Triani ◽  
Fitri Fitri
Keyword(s):  
Academic Achievement ◽  
Online Learning ◽  
Random Sampling ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Research Data ◽  
Student Academic Achievement ◽  
Learning Satisfaction ◽  
High Level ◽  
The Relationship

The aim of this research is; 1) investigating the level of online learning satisfaction among students during COVID 19; 2) analyzing the influence of differences in gender, years of study, major in determining online learning satisfaction among students during COVID 19; 3) to analyze the relationship between online learning satisfaction and student academic achievement during COVID 19. The population was 656 students at STKIP Singkawang, and then a sample of 357 students (87 males and 270 females) was taken using a simple random sampling technique. The instrument in this study was adapted from Aman's Satisfaction instrument, which was then used to collect research data. Data analysis using SPSS with descriptive statistical techniques, MANOVA, and correlation. The results showed that online learning satisfaction was at a high level, meaning that students were satisfied with the online learning that had been implemented. The major differences have a significant effect on determining online learning satisfaction. Intercorrelation shows that there is a significant relationship on each indicator of online learning satisfaction with academic achievement, meaning that the higher the satisfaction felt by students in online learning, the student's academic achievement will increase.

University Reading and Mathematics Clinics in the Digital Age

2015 ◽  
pp. 135-163
Author(s):  
Sheri Vasinda ◽  
Faryl Kander ◽  
Adrienne Redmond-Sanogo
Keyword(s):  
Preservice Teachers ◽  
Content Knowledge ◽  
Teacher Educators ◽  
Digital Native ◽  
Mathematics Content Knowledge ◽  
Technology Knowledge ◽  
Need Support ◽  
Technology Affordances ◽  
And Mathematics ◽  
Reading And Mathematics

This chapter discusses the findings of an exploration to integrate iPads in a university reading and mathematics clinic impacting three groups of learners: preservice teachers enrolled in reading and mathematics practicums, the K-8 community students served by the clinic, and the teacher educators. The TPACK model was used as a conceptual framework for teacher educators to engage and support preservice teachers in a technology rich learning environment designed to enhance their literacy and mathematics content knowledge, pedagogical knowledge, and technology knowledge, and the complex intersections between each. The teacher educators expected their mostly digital native preservice teachers to recognize technology affordances and technology integration opportunities when provided content knowledge and pedagogical support. Although the K-8 tutees were engaged at high-levels, faculty's assumption of the digital native preservice teacher was disrupted. Teacher educators discovered that digital natives still need support in developing technological knowledge in an educational setting.

University Reading and Mathematics Clinics in the Digital Age

2018 ◽  
pp. 1263-1294
Author(s):  
Sheri Vasinda ◽  
Faryl Kander ◽  
Adrienne Redmond-Sanogo
Keyword(s):  
Preservice Teachers ◽  
Content Knowledge ◽  
Teacher Educators ◽  
Digital Native ◽  
Mathematics Content Knowledge ◽  
Technology Knowledge ◽  
Need Support ◽  
Technology Affordances ◽  
And Mathematics ◽  
Reading And Mathematics

This chapter discusses the findings of an exploration to integrate iPads in a university reading and mathematics clinic impacting three groups of learners: preservice teachers enrolled in reading and mathematics practicums, the K-8 community students served by the clinic, and the teacher educators. The TPACK model was used as a conceptual framework for teacher educators to engage and support preservice teachers in a technology rich learning environment designed to enhance their literacy and mathematics content knowledge, pedagogical knowledge, and technology knowledge, and the complex intersections between each. The teacher educators expected their mostly digital native preservice teachers to recognize technology affordances and technology integration opportunities when provided content knowledge and pedagogical support. Although the K-8 tutees were engaged at high-levels, faculty's assumption of the digital native preservice teacher was disrupted. Teacher educators discovered that digital natives still need support in developing technological knowledge in an educational setting.

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