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

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.

Evaluating the Technological, Pedagogical and Content Knowledge (TPACK) of ICT Teachers in Junior High Schools: A Case Study of the Abuakwa South Municipality in Ghana.

The study sought to examine ICT teachers’ knowledge regarding technology, pedagogy and content using the TPACK model. In all, 44 teachers were randomly sampled from the 54 Junior High Schools in the Abuakwa South Municipality. A questionnaire was used to gather quantitative data. ANOVA was used to interpret the data collected. The findings suggested that the overall teachers’ knowledge in TPACK was moderate, however, the knowledge of teachers in technology was high. The results also indicated a positive relationship among the various TPACK domains. However, the result rejected the null hypothesis and accepted the alternative hypothesis which shows that statistically there is a significant difference among the various TPACK domains. It was concluded that a lot must be done to help improve the teachers’ TPACK. The study recommended a regular professional learning session to close the gap of the teachers’ knowledge in technology, pedagogy and content in the municipality. Keywords: Technological, Pedagogical Content Knowledge (TPACK), Information and Communication Technology (ICT)

Instructional Coaching Cycles and Career and Technical Educators’ TPACK

Most professional development occurs in a large group format. In most cases, there is little to no application or continued support for teachers. All teachers, particularly those in career and technical schools, struggle to implement newly learned strategies related to technology, pedagogy, and content knowledge (TPACK) with this type of support. A review of the literature proves that through the support of instructional coaches, teachers can improve their practice through sustained professional learning with a coaching peer. The study followed six, secondary teachers from a comprehensive career and technical school who participated in instructional coaching cycles to improve technology, pedagogy, and content knowledge (TPACK) in their classrooms. Results from the study suggest the utility of instructional coaching as a means of helping educators develop enhanced TPACK.

Technology, Pedagogy & Assessment: Challenges of COVID19-Imposed E-Teaching of ESP to Saudi Female PY Students

The Coronavirus Disease (Covid-19) triggered substantial shifts in the education systems worldwide as teaching and learning have had to shift from face-to-face to an entirely virtual model due to the closure of educational institutes. The present paper is a descriptive-analytical investigation of the challenges of the current pandemic-imposed E-teaching of English for Specific Purposes (ESP) courses to female preparatory (PY) year students at King Khalid University (KKU). It identifies teachers’ and students’ responses about the ongoing issues with E-teaching of ESP with to put practical solutions to them. The study is conducted at The University Center for Girls’ Studies- Al-Samir Campus-Abha during the academic year 2020-2021. Twenty English Language instructors at the English Language Center (ELC) and eighty students of the preparatory year at the College of Medicine enrolled in Intensive English Course (Njl-019) participated in the study. It adopts mixed qualitative methodology with the teachers’ semi-structured interview and students’ questionnaire as tools to collect data, and descriptive analysis as a method to interpret data. The study finds out reciprocity of teachers’ and students’ responses in pinpointing the factors posing serious challenges in teaching and learning ESP courses as majorly related to technology, pedagogy, and Assessment. Considering these challenges, the study puts forth practical suggestions to promote virtual teaching and learning of ESP courses. The suggested solutions are hoped to help providing successful standards for virtual ESP teaching and learning as per the constraints of quality modern education.

Remote Oral Doctoral Dissertation Defenses in Management, Leadership, and Business: Benefits, Pedagogy, and Practices

Remote oral doctoral dissertation defenses are an alternative to face-to-face meetings when the latter are not feasible, but remote defenses also have their own advantages. This article explores the challenges and benefits of remote oral dissertation defenses and theories relevant to understanding and supporting remote defenses as a unique learning and assessment event. Drawing on the technology pedagogy content knowledge model, remote work research, and media synchronicity theory, we review key principles relevant to translating defenses from a face-to-face to a remote format. The article includes two appendices with recommended readings and detailed practical guidelines to support the planning and facilitation of remote defenses.

Finding the Sweet Spot: The Intersection of Technology, Pedagogy, and Mathematics in Preservice Training

The purpose of this research was to look critically at successful technology integration in teacher preparation programs. Researchers used the Technology, Pedagogy and Content Knowledge (TPACK) framework developed by Mishra and Koehler (2006) to provide a lens that quantitatively and qualitatively examines student knowledge. Data was collected for three years to see if the development of TPACK had increased in pre-service teachers. Results from the study found that the pre-service teachers developed pedagogical knowledge more than any other constructs, followed by content knowledge, and finally technological knowledge. This knowledge can help us learn how to instruct future teachers more seamlessly in methods for integrating technology into the K-12 classroom, without compromising the content or pedagogy. These three areas (TK, CK, and PK) can be developed independently, but in order for TPACK to truly evolve and successful learning to happen in the classroom, having overlap between these separate content knowledge constructs is imperative.

Technology, Pedagogy & Assessment: Challenges of COVID19-Imposed E-Teaching of ESP to Saudi Female PY Students

The Coronavirus Disease (Covid-19) triggered substantial shifts in the education systems worldwide as teaching and learning have had to shift from face-to-face to an entirely virtual model due to the closure of educational institutes. The present paper is a descriptive-analytical investigation of the challenges of the current pandemic-imposed E-teaching of English for Specific Purposes (ESP) courses to female preparatory (PY) year students at King Khalid University (KKU). It identifies teachers’ and students’ responses about the ongoing issues with E-teaching of ESP with to put practical solutions to them. The study is conducted at The University Center for Girls’ Studies- Al-Samir Campus-Abha during the academic year 2020-2021. Twenty English Language instructors at the English Language Center (ELC) and eighty students of the preparatory year at the College of Medicine enrolled in Intensive English Course (Njl-019) participated in the study. It adopts mixed qualitative methodology with the teachers’ semi-structured interview and students’ questionnaire as tools to collect data, and descriptive analysis as a method to interpret data. The study finds out reciprocity of teachers’ and students’ responses in pinpointing the factors posing serious challenges in teaching and learning ESP courses as majorly related to technology, pedagogy, and Assessment. Considering these challenges, the study puts forth practical suggestions to promote virtual teaching and learning of ESP courses. The suggested solutions are hoped to help providing successful standards for virtual ESP teaching and learning as per the constraints of quality modern education.

Co-Word Analysis and Academic Performance of the Term TPACK in Web of Science

The progress of technology has led to the emergence of new teaching methods, among which Technological Pedagogical Content Knowledge (TPACK) can be found in an attempt to promote the integration of technology and knowledge, combining technology, pedagogy and theoretical content. The aim of this research is to analyze the significance and evolution of the TPACK concept in the publications contained in Web of Science (WoS). The research method chosen is based on bibliometrics, specifically on the analysis of academic performance and on the analysis of co-words. The total number of documents analyzed is 471. The results show that research on TPACK is on the rise, increasing progressively in recent years. The main area of research is education and educational research, with articles, written in English, being the medium used by researchers to present their results. It can be concluded that, although there is an established research base, there is no single line of research. In this case, the main lines of research are “framework-framework-TPACK” and “technology-pedagogy-beliefs”. It can be determined that the studies on TPACK deal with the integration of technological resources and the analysis of their perception in student learning.