scholarly journals Considering the Role of Zone of Proximal Development and Constructivism in Supporting Teachers’ TPACK and Effective Use of Technology

2020 ◽  
Vol 20 (64) ◽  
Author(s):  
Drew Polly ◽  
Erik Byker
Keyword(s):  
Content Knowledge ◽  
Zone Of Proximal Development ◽  
Technological Pedagogical Content Knowledge ◽  
Teacher Education Programs ◽  
Proximal Development ◽  
Pedagogical Content ◽  
Use Of Technology ◽  
Effective Use ◽  
Supporting Teachers

This paper focuses on the construct of Technological Pedagogical Content Knowledge (TPACK) as a way to think about the knowledge and skills teachers need to effectively use technology with students. We use the construct of Vygotksy’s Zone of Proximal Development and Social Constructivist epistemologies to consider ways to scaffold and develop pre-service teachers’ TPACK. We synthesize these ideas and provide vignettes that describe what these look like in teacher education programs. We then conclude with implications for both research and practice.

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 Technology Driven Differentiated Instruction in Science Teaching

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.

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.

Developing Technological Pedagogical Content Knowledge in Elementary Education Programs

2018 ◽  
pp. 1512-1541
Author(s):  
Drew Polly ◽  
Ian C. Binns ◽  
S. Michael Putman ◽  
Tracy Rock ◽  
Amy J. Good
Keyword(s):  
Teacher Education ◽  
Elementary Education ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Teacher Candidates ◽  
Teacher Educators ◽  
Technological Pedagogical Content Knowledge ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Pedagogical Content

The digital age requires teacher education programs to constantly evaluate and revise their programs and courses, particularly with reference to guiding teacher candidates towards integrating current and emerging technologies. This designed-based research study demonstrates how state-wide mandates to revise teacher education programs were used in promoting subsequent revisions influencing the course components and teacher candidates' development of Technological Pedagogical Content Knowledge (TPACK). Cases of four undergraduate elementary education courses and the advanced licensure elementary education program are described. The cross case analysis reveals the subsequent influence on the program for improving the TPACK preparation of the teacher candidates. The chapter concludes with implications for teacher educators and leaders of teacher education programs.

Developing Technological Pedagogical Content Knowledge in Elementary Education Programs

2015 ◽  
pp. 493-520 ◽  
Author(s):  
Drew Polly ◽  
Ian C. Binns ◽  
S. Michael Putman ◽  
Tracy C. Rock ◽  
Amy J. Good
Keyword(s):  
Teacher Education ◽  
Elementary Education ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Teacher Candidates ◽  
Teacher Educators ◽  
Technological Pedagogical Content Knowledge ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Pedagogical Content

The digital age requires teacher education programs to constantly evaluate and revise their programs and courses, particularly with reference to guiding teacher candidates towards integrating current and emerging technologies. This designed-based research study demonstrates how state-wide mandates to revise teacher education programs were used in promoting subsequent revisions influencing the course components and teacher candidates' development of Technological Pedagogical Content Knowledge (TPACK). Cases of four undergraduate elementary education courses and the advanced licensure elementary education program are described. The cross case analysis reveals the subsequent influence on the program for improving the TPACK preparation of the teacher candidates. The chapter concludes with implications for teacher educators and leaders of teacher education programs.

Developing Technological Pedagogical Content Knowledge in Elementary Education Programs

2016 ◽  
pp. 915-943
Author(s):  
Drew Polly ◽  
Ian C. Binns ◽  
S. Michael Putman ◽  
Tracy C. Rock ◽  
Amy J. Good
Keyword(s):  
Teacher Education ◽  
Elementary Education ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Teacher Candidates ◽  
Teacher Educators ◽  
Technological Pedagogical Content Knowledge ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Pedagogical Content

The digital age requires teacher education programs to constantly evaluate and revise their programs and courses, particularly with reference to guiding teacher candidates towards integrating current and emerging technologies. This designed-based research study demonstrates how state-wide mandates to revise teacher education programs were used in promoting subsequent revisions influencing the course components and teacher candidates' development of Technological Pedagogical Content Knowledge (TPACK). Cases of four undergraduate elementary education courses and the advanced licensure elementary education program are described. The cross case analysis reveals the subsequent influence on the program for improving the TPACK preparation of the teacher candidates. The chapter concludes with implications for teacher educators and leaders of teacher education programs.

scholarly journals In-Service Professional Development on Supporting Elementary Teachers’ Pedagogical Content Knowledge and Efficacy through Inquiry-Based Teacher Training

2018 ◽  
Vol 42 ◽  
pp. 00008
Author(s):  
Muhammad Randy Fananta ◽  
Tria Umbara ◽  
Saktiana Dwi Hastuti
Keyword(s):  
Teacher Training ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Comparative Method ◽  
Monitoring And Evaluation ◽  
Multiple Sources ◽  
Pedagogical Content ◽  
Constant Comparative Method ◽  
Supporting Teachers

This study was conducted to ascertain the role of inquiry in supporting teachers’ pedagogical content knowledge (PCK) and efficacy based on the In-Service Profesional Development (INSEP) findings. INSEP program has been conducted by Kelas Lentera Kuark in East Sumba Regency, East Nusa Tenggara Province. This program was conducted from January to July of 2016 within three stages such as: (1) Preliminary assessment (2) Teacher training (consist of two sessions: Motivational and leadership training, and Inquiry-Based Teacher Training); (3) Monitoring and Evaluation. This study was conducted using the qualitative approach of multiple cases study. The data were obtained from multiple sources and analyzed through the approach of constant comparative method. The findings show that inquiry plays an important role in constructing teachers’ PCK and efficacy. Inquiry does not only serves as an instructional teaching but also it develops their paradigm to understand more about Nature of Science thus they have the ability to develop PCK that can bring a direct impact to their efficacy.

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