A Case Study of a STEM Teacher’s Development of TPACK in a Teacher Preparation Program

This case study involved researching pre-service secondary STEM teachers’ development of TPACK by use of modeling & simulation applications. The main research question focused on how do self-reported TPACK measures align with demonstrated TPACK knowledge and skills. The study design was qualitative and included five secondary STEM pre-service teachers who were completing their program of study and teaching lessons in the field with secondary students. This particular brief paper reports on one of the pre-service STEM teachers in this study. Coding and analysis were carried out to search for characteristics of tasks that support development of TPACK in future teachers. Findings from this one case identified somewhat high marks on the TPACK self-scores but weaker identification of features of modeling and simulation (M&S) applications integrated into instructional use. The challenge for teacher education programs is to search for ways to better measure and support TPACK development in future teachers

Kompetensi Guru Bahasa Indonesia di SMP Negeri Simpang Kosgoro Kabupaten Musi Rawas

The purpose of this study was to describe the competence of Indonesian language teachers in Indonesian language learning at SMP Negeri Simpang Kosgoro, Muasi Rawas Regency. This research is a quantitative descriptive research. The collection technique uses observation and questionnaires. The data analysis technique was carried out by data reduction, data classification, data interpretation, and conclusions. Wetness test data using membercheck. The results showed that the performance competence of Indonesian civil servant teachers in the National Education Office of Musi Rawas Regency from pegagogical competence, personality competence, social competence, and professional competence, especially in SMP Negeri Simpang Kosgoro showed that it had reached a value range of 75-100 with value 4 in the very good category

PENGEMBANGAN INSTRUMEN SELF ASSESSMENT TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE (TPACK) CALON GURU MATEMATIKA BERBASIS HOTs

Penelitian ini bertujuan untuk mengembangkan instrumen TPACK bermuatan kata kerja operasional Higher Order Thinking Skills (HOTs). Instrumen disusun berdasarkan tujuh domain yaitu: Technological Knowledge (TK), Pedagogical Knowledge (PK), Content Knowledge (CK) Technological Content Knowledge (TCK), Pedagogical Content Knowledge (PCK), Technological Pedagogical Knowledge (TPK), Technological Pedagogical Content Knowledge (TPACK). Penelitian ini menggunakan metode pengembangan dengan pendekatan ADDIE. Subjek penelitian sebanyak 111 calon guru matematika di Cirebon. Penelitian ini dirancang untuk menilai TPACK calon guru matematika yang memiliki HOTs. Studi validitas menggunakan rumus Aikens. Hasil penelitian menyatakan instrumen TPACK berbasis HOTs valid dan reliabel, dengan tingkat reliabilitas sebesar 0,95. Instrumen TPACK berbasis HOTs telah layak digunakan sebagai pedoman dalam menilai TPACK calon guru matematika

Gelingensbedingungen beim Einsatz digitaler Medien im Unterricht – Kognitive und motivationale Voraussetzungen von Lehrpersonen

Gelingensbedingungen beim Einsatz digitaler Medien im Unterricht – Kognitive und motivationale Voraussetzungen von Lehrpersone

Education Systems as Contextual Factors in the Technological Pedagogical Content Knowledge Framework

Digital competences should be considered in teacher education and professional development. The Technological Pedagogical Content Knowledge (TPACK) framework represents the knowledge required by teachers in order to successfully integrate technology into the teaching process. The Survey of Pre-service Teachers’ Knowledge of Teaching and Technology (SPTKTT) is one of the inventories developed to measure the TPACK framework. The aim of this study is to validate the SPTKTT inventory in the context of the Croatian education system by the use of exploratory and confirmatory factor analysis. Results showed that the new context structure of the SPTKTT inventory consists of nine factors, while confirmatory factor analysis established that the two Content Knowledge factors can actually be unified. This can be explained by differing content organization in education systems. There were also differences in the distribution of some of the remaining factors. Internal consistency of the inventory shows high reliability

Technology-related knowledge, skills, and attitudes of pre- and in-service teachers: The current situation and emerging trends

This is the introductory article for the special issue “Technology-related knowledge, skills, and attitudes of pre- and in-service teachers”. It (1) specifies the concept of technology-related knowledge, skills, and attitudes (KSA) of teachers, (2) presents how these KSA are currently assessed, and (3) outlines ways of fostering them among pre- and in-service teachers. The eight articles in the special issue are structured accordingly, and we demonstrate how they contribute to knowledge in these three areas. Moreover, we show how the afterword to the special issue widens the perspective on technology integration by taking into account systems and cultures of practice. Due to their quantitative empirical nature, the eight articles investigate technology at the current state of the art. However, the potential of artificial intelligence has not yet been fully exploited in education. We provide an outlook on potential developments and their implications on teachers’ technology-related KSA. To this end, we introduce the concept of augmentation strategies

Türk Öğretmenlerin COVID-19 Krizine Tepkisi: Zorluklar ve Fırsatlar

The present study examined teachers' perceptions of changes in their professional lives brought about by distance education during the COVID-19 outbreak. It was also aimed to explore how this particular global crisis and unprecedented times of education have affected teachers' motivation and their perceptions of the teaching profession. Twenty-two teachers working at different levels and types of K–12 schools in different cities in Turkey were interviewed by utilizing a phenomenological qualitative inquiry method. Our analysis showed that the obligatory transition to distance education created new opportunities and challenges for both teachers and students. While the teachers had emotional exhaustion, stress, and professional difficulties; distance education helped them develop new skills to better integrate educational technologies into classroom teaching. The findings also indicated that the COVID-19 crisis reinforced deep-rooted inequities in the Turkish education context. This study offers several implications for policymakers and educators to plan educational recovery from COVID-19.Bu çalışmada, COVID-19 salgını sırasında uygulanan uzaktan eğitimin öğretmenlerin mesleki yaşamlarında yol açtığı değişikliklere ilişkin algıları incelenmiştir. Ayrıca küresel krizin ve daha önce benzeri görülmemiş eğitim sürecinin öğretmenlerin motivasyonunu ve öğretmenlik mesleğine ilişkin algılarını nasıl etkilediği de araştırılmıştır. Nitel araştırma yöntemlerinden biri olan olgubilim deseninde tasarlanan çalışmada, farklı düzey ve türdeki K–12 okullarında görev yapan, Türkiye'nin farklı illerinden yirmi iki öğretmenle görüşülmüştür. Bulgular, uzaktan eğitime zorunlu geçişin hem öğretmenler hem de öğrenciler için yeni fırsatlar ve zorluklar yarattığını göstermiştir. Öğretmenler duygusal tükenmişlik, stres ve mesleki zorluklar yaşamış, ama aynı zamanda uzaktan eğitim, öğretmenlerin eğitim teknolojilerini sınıf öğretimine daha iyi entegre edebilmeleri için de yeni beceriler geliştirmelerine yardımcı olmuştur. Bununla birlikte, bulgular, COVID-19 krizinin Türkiye’deki eğitim bağlamında köklü eşitsizlikleri daha da derinleştirdiğini ortaya koymuştur. Bu çalışma, politika yapıcılara ve eğitimcilere COVID-19'dan hareketle eğitimsel iyileşmeyi planlayabilmeleri için çeşitli çıkarımlar sunmaktadır

Fen Bilgisi Öğretmen Adaylarının 3D Teknolojilerini Öğrenme ve Uygulama Deneyimleri: Tinkercad Örneği

DergiPark: 674462tredBu araştırmanın amacı 3D tasarım programlarından biri olan Tinkercad Programının kullanımıyla ilgili fen bilgisi öğretmen adaylarına eğitim vermek ve adayların söz konusu programın fen derslerinde kullanımına yönelik görüşlerini belirlemektir. Bu amaç doğrultusunda, 2016-2017 bahar döneminde 7 hafta süren bir eğitim programı yürütülmüştür. Araştırmanın çalışma grubunu bir devlet üniversitesinin son sınıfında öğrenim gören 40 fen bilgisi öğretmen adayı oluşturmaktadır. Araştırma deseni, durum araştırması olarak belirlenmiştir. Nitel verilerden oluşan araştırmanın veri toplama araçları yarı yapılandırılırmış görüşme formu ve öğretmen adaylarının hazırladıkları dokümanlardır. Görüşme süreci 3 adet açık uçlu sorudan oluşturulan yarı-yapılandırılmış görüşme formu ile yürütülmüştür. Doküman hazırlama süreci ise Tinkercad programının fen derslerinde kullanımına yönelik görüşlerin açıklanmasıyla tamamlanmıştır. Veri analizi aşamasında, nitel analiz yöntemlerinden içerik analizi kullanılmıştır. Elde edilen verilerin analiz sonuçlarına göre, öğretmen adayları Tinkercad Programını kullanırken ve uygulama yaparken zorluk yaşamadıklarını belirtmiş ve programın fen derslerinde uygulanabilir olduğunu ifade etmişlerdir. Ayrıca, gelecekteki mesleki yaşantılarında kendi sınıflarında programı kullanacaklarını da belirtmişlerdir

Digitale Patient:innenschulung

Adipositas gilt als wesentliches Public-Health Problem. Folglich sind zielgruppenadäquate Therapieansätze zur Reduktion der enormen Adipositasprävalenz erforderlich. Die Digitalisierung der Patient:innenschulung bietet dafür Optimierungspotenziale, verlangt jedoch neue Kompetenzen von Schulungsanbietenden. Bildungswissenschaftliche Forschung offeriert diesbezüglich theoretische Grundlagen, welche der Konzeption von Weiterbildungen dient und zur Steigerung von Schulungswirksamkeit führt. Für die Adipositastherapie existieren keine Kompetenzmodellierungen und entsprechende Erhebungsinstrumente. Folglich wird eruiert, welche Kompetenzstrukturen zur Planung und Umsetzung digitaler Therapie benötigt werden. Die Konstruktion des Erhebungsinstruments basierte auf einer Literaturrecherche, um therapieadäquate Kompetenzkonzeptualisierungen zu erfassen. Mittels Inhaltsanalyse wurden Dimensionen und Items abgeleitet. Zur Absicherung und Optimierung des Fragebogens erfolgte eine Expert:innen-Befragung. Auf Grundlage bestehender Evidenz beinhaltet das Erhebungsinstrument drei Themenbereiche: therapieadäquate Kompetenzen, Kompetenzmoderatoren und demografische Angaben, die 16 Dimensionen (z. B. Medienanpassung, digitale Lernüberwachung) und 46 Frageitems umfassen. Aus der Expert:innenbefragung (n = 11) resultierten 40 Überarbeitungshinweise (z. B. zu Sprache und Inhalt). Die durchschnittliche Beantwortungszeit des Fragebogens betrug 8,8 Minuten. Mit dem vorliegenden Instrument wurden erstmalig literaturbasiert Kompetenzstrukturen für die Planung und Umsetzung digitaler Adipositastherapie identifiziert und durch Expert:innen abgesichert. Nach der geplanten Validierung besteht die Möglichkeit, den Einfluss von Kompetenzen auf Therapieeffektivität zu evaluieren, Rückschlüsse für die Konzeption von Aus- und Fortbildung abzuleiten und einen Beitrag zur Wirksamkeitssteigerung der Therapie zu leisten