La formación de docentes en TIC: aportaciones desde diferentes modelos de formación

Training the teaching staff in Information and Communication Technologies comes implicitly with the study of its different dimensions and principles, regarding the indications that have been pointed from a variety of studies and works. In our current society, it is clear that the significance of ICT to improve quality and educational performance is not exclusively determined by its presence, but also by the variety of transformations that involves not only using them as a way of consuming knowledge but also seeing them as tools to enrich, create and generate said knowledge. From this perspective, investment in professional development is more important than investment in resources associated with technology. ftis is an important aspect for incorporation of ITC, not considering only its use to do better things than we do without it, but to do things in a complete different manner. We present this article which describes a tour of some of the bases and models, analyzing the problematic of training in digital skills that teachers might face when they incorporate them into their teaching and professional practice.Hablar de la formación del profesorado en Tecnologías de la Información y la Comunicación, implica el estudio de diferentes dimensiones y principios, contemplando las indicaciones que han apuntado distintos estudios y trabajos. En la sociedad actual, es claro que la significación de las TIC para mejorar la calidad y el rendimiento educativo, no viene exclusivamente determinado por su presencia, sino también por diferentes transformaciones que implican pasar de utilizarlas únicamente como una forma de consumir conocimientos, a verlas como herramientas para enriquecerlos, crearlos y generarlos. Desde esta perspectiva, la inversión en desarrollo profesional es más importante que la inversión en recursos asociados a la tecnología, siendo unaspecto importantepara su incorporación, el noplantearse únicamente su utilización para hacer mejor las cosas que hacemos sin ellas, sino para hacer cosas completamente distintas. Desde esta óptica, planteamos el presente artículo en el que se describe un recorrido por algunas de las bases y modelos, analizando la problemática de la formación en las competencias digitales que debe poseer el profesorado a la hora de incorporarlas en su práctica docente y profesional

Persepsi terhadap pengetahuan teknologikal pedagogi isi kandungan dalam kalangan guru sains sekolah rendah di Kelantan

Teacher readiness to integrate Information and Communication Technology (ICT) in teaching and learning is crucial in the 21st century and among the most important element in Science education. Technological Pedagogical Content Knowledge (TPACK) is a form of teacher knowledge related to technology integration of content and pedagogy. To date, there is no precise definition of TPACK constructs, and there is no instrument to measure the readiness of TPACK in the context of science teachers in Malaysia. Thus, the objective of this study was to obtain a holistic definition of TPACK and to verify the applicability of TPACK instruments among primary school science teachers in Malaysia. Three stages were involved: an initial survey of 60 teachers to obtain the constructs and start-up items, a three-round modified Delphi technique involving 16-panel experts to refine and validate the items, and a survey of 800 in-service teachers to validate the instrument. Data was analyzed based on the median and interquartile deviation (IQD) to get consensus from the experts. Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) were run to confirm TPACK items and constructs. Next, Regression Analysis was conducted to confirm the predictive validity of the instrument with the Level of Technology Integration Instrument (LoTI). The final number of items was 40, based on six valid constructs namely Pedagogical Knowledge (PK), Technological Knowledge (TK), Pedagogical Content Knowledge (PCK), Technological Pedagogical Knowledge (TPK), Technological Content Knowledge (TCK), and Technological Pedagogical Content Knowledge (TPACK). All constructs provide a significant contribution to the level of technology integration. Results of the Multivariate Analysis of Variance (MANOVA) showed significant differences in gender, academic level, and teaching experience. The instrument developed in this study can be used to assess the level of preparedness of primary school science teachers to technology integration in the classroom in Malaysia

An investigation of physics teachers’ technological pedagogical content knowledge and their learners’ achievement in electricity

The purpose of this study is to investigate physics teachers’ (TPCK) and their learners’ achievement in electricity. A purposive sample of 42 Grade 11 physics teachers and 1423 learners participated in the study. An explanatory mixed method research design was employed in the study to collect data. A survey questionnaire (PTTPCKQ), consisting of six-point Likert scale questions, was answered by participating teachers. Similarly, their learners responded to a confirmatory questionnaire (LCPTTPCKQ). The learners also responded to the Electricity Learning Confirmatory Questionnaire (LELCQ) and wrote an achievement test called Learner Electricity Achievement Test (LEAT). The data collected was analysed both quantitatively and qualitatively. Quantitatively, it was found that a positive, statistically significant relationship existed between physics teachers’ experience and their learners’ achievement [Spearman’s rho (42) = .39, p = .011] as well as physics teachers’ TPCK and their qualifications [Spearman’s rho (42) = .33, p = .003]. There was also a positive statistical relationship between physics teachers’ TPCK and learner achievement, yet this was not statistically significant. There were positive, statistically significant relationships between all the constructs of the physics teachers’ TPCK and their TPCK from the analysis of the PTTPCKQ. There were positive statistically significant relationships between all the constructs of the physics teachers’ TPCK and their TPCK, according to the analysis of the LCPTTPCKQ. Furthermore, comparing the learners’ responses on the LCTTPCKQ and their teachers’ responses on the PTTPCKQ, it was found that both learners and teachers provided similar responses for all the constructs of TPCK except TCK. Qualitative data analysis further revealed that the technologies used by these teachers were PhET Simulations, YouTube Videos, Power Point Presentations, Interactive White Boards, and Mindset Videos. Finally, between 12.9% and 5.2% of the learners reported that their teachers had neglected to teach some sections of the electricity in the curriculum.Mathematical SciencesPh. D. (Mathematics, Science and Technology Education

AN EXPLORATION OF ENGLISH LANGUAGE TEACHER EDUCATORS’ COGNITIONS AND PRACTICES IN RELATION TO THE PEDAGOGICAL PURPOSES AND EFFICACIES OF 21ST-CENTURY DIGITAL TECHNOLOGIES

This multiple case study investigates English language (EL) teacher educators’ cognitions and practices related to pedagogical technology integration. The focus concerns five native-English speaking teacher educators (TEs) within a teaching English to speakers of other languages (TESOL) training program at a South Korean university. The goal was to determine 1) TESOL-TEs’ cognitions regarding the pedagogical purposes and efficacies of 21st–century digital technologies, 2) TESOL-TEs’ uses of such technologies in their practice, and 3) factors related to TESOL-TEs’ decisions of whether and how to integrate technologies into their praxis. Data collected over twenty weeks in 2013 included four rounds of semi-structured interviews and two sets of classroom observations for each of the five focal participants, interviews with program administrators, written reflections, field notes, photographs, and document review. Data were coded using King’s (2004) template analysis method. Categories were based on constructs from the technological, pedagogical, and content knowledge (TPACK) framework (Mishra and Koehler, 2006) and the Unified Theory of Acceptance and Use of Technology (UTAUT, Venkatesh et al., 2003) and UTAUT 2 (Venkatesh et al., 2012). The focal participants displayed high levels of TPACK and used Web 2.0 applications extensively to facilitate interactions in their roles as teacher educators. It was found that UTAUT factors guided TEs’ decisions and use behaviour to varying degrees, but that the mediating factor of age did not relate to TEs’ decisions in the manner predicted by the UTAUT. TEs’ cognitions both coincided with and diverged from their practices. This study contributes to research gaps on the roles, cognitions, and technology-related practices of TESOL-TEs in South Korea. Research on TEs in different contexts is recommended to gain further insights into the connections among these factors. TESOL program administrators and TEs will particularly benefit from the light shed on teacher educator cognitions and practices in this study.

Development of problem based learning model integrated TPACK to improve problem solving ability

This study aims to develop of Problem Based Learning model integrated TPACK to improve problem solving ability. The research method used is Dick & Carey model development research including needs analysis, product design, product development, product implementation and evaluation. The subjects of this study were grade VIII students of SMPN 2 Selong which numbered 30 students.  Instruments used to collect data include product validation guidelines, product practicality questionnaires and problem-solving ability tests on geometry materials. The data collected in this study were analyzed using descriptive analysis. Based on the data analysis carried out, the product developed is classified as valid as indicated by the average product validation score by 3 experts, namely 79.4; 79,9; and 80.8. Product trials were carried out 4 times and showed that the products developed were relatively practical. The product is also classified as effective with an effectiveness percentage of 86.67%. The developed product has a potential effect in improving mathematical problem solving ability with N-Gain of 0.81 with a high category.Penelitian ini bertujuan untuk mengembangkan model TPACK terintegrasi Problem Based Learning untuk meningkatkan keterampilan pemecahan masalah. Metode penelitian yang digunakan adalah penelitian pengembangan model Dick & Carey meliputi analisis kebutuhan, desain produk, pengembangan produk, implementasi dan evaluasi produk. Subjek penelitian ini adalah siswa kelas VIII SMPN 2 Selong yang berjumlah 30 siswa.  Instrumen yang digunakan untuk mengumpulkan data meliputi pedoman validasi produk, kuesioner kepraktisan produk, dan uji kemampuan pemecahan masalah pada bahan geometri. Analisis data digunakan dalam penelitian ini dengan menggunakan analisis deskriptif. Berdasarkan analisis data yang dilakukan, rata-rata skor validasi produk sebanyak 3 ahli berturut-turut adalah 79,4; 79,9; dan 80,8 dalam kategori valid. Produk yang dikembangkan juga tergolong praktis dengan skor praktis rata-rata 82,67. Uji coba penerapan produk di kelas sebanyak 4 kali pertemuan menunjukkan bahwa produk yang digunakan tergolong pragmatis. Produk tersebut tergolong efektif dengan persentase efektivitas sebesar 86,67% sehingga layak untuk diimplementasikan. Produk yang dikembangkan memiliki efek potensial dalam kategori tinggi untuk meningkatkan keterampilan pemecahan masalah matematika dengan N-Gain sebesar 0,81

EXAMINATION OF TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE (TPACK) SELF-EFFICACY FOR PRE-SERVICE SCIENCE TEACHERS ON MATERIAL DEVELOPMENT

In this research the authors aimed at determining the TPACK self-efficacy for pre-service science teachers on material development, the relational screening model was used. The research was carried out with a total of 141 pre-service science teachers from Kahramanmaraş Sütcü Imam University in 2016-2017 fall academic years. The data were collected by using the "Technological pedagogical content knowledge (TPACK) self-efficacy scale for pre-service science teachers on material development" developed by Balçın and Ergün (2016). Independent-t test, one way variance analysis (Anova) and Tukey analysis were used in the statistical evaluation of the obtained data. Also, data are evaluated on 0.05 level relevance and its percentage, frequency, average and standard deviation levels are calculated. According to the findings obtained in the research, it was determined that the variables of grade level and teaching technologies and material development courses were influenced by TPACK self-efficacy for pre-service science teachers on material development (p<0.05). However, it was determined that gender, level of academic achievement and intensity of technology use did not affect the TPACK self-efficacy for pre-service science teachers on material development.  Article visualizations

Analisis Faktor Penghambat TPACK Subdomain CK dan TPK pada Calon Guru Biologi UNNES

Abstract Tujuan dari penelitian ini adalah untuk menganalisis dan mendeskripsikan keterlaksanaan praktek mengajar terkait CK dan TPK pada calon guru Biologi UNNES serta mengetahui faktor penghambat kemampuan CK dan TPK sebagai bagian dari kemampuan TPACK pada calon guru Biologi UNNES. Desain penelitian ini adalah deskriptif kuantitatif. Penelitian ini menggunakan instrumen angket Content Representation oleh Loughran et al. Hasil dari penelitian menunjukkan bahwa calon guru biologi UNNES angkatan 2016 banyak memilih materi pada kelas X dan kelas XI karena menganggap merupakan materi yang masih awal, materi dasar dengan tingkat kesulitan yang tidak terlalu besar. Calon guru biologi UNNES lebih menekankan pada penguasaan fakta dan konsep biologi serta kurang terlatih merencanakan pembelajaran biologi yang sesuai dengan hakekat sains. Media pembelajaran yang digunakan berupa media PPT serta melakukan penayangan video dan gambar. Akan tetapi, pemanfaat internet sebagai media belajar oleh calon guru biologi UNNES hanya sebesar 23,50%. Calon guru biologi UNNES belum banyak memiliki pengalaman mengajar, sehingga merasa kurang percaya diri mengintegrasikan teknologi dalam pembelajaran. Kesimpulan dari penelitian ini yaitu calon guru biologi UNNES belum terbiasa untuk menggunakan Kata Kerja Operasional dalam pembuatan tujuan pembelajaran sehingga kurang mampu mengkomunikasikan tuntutan pembelajaran yang sesuai dengan hakekat sains dan kurangnya pengalaman dalam mengajar menyebabkan kurangnya kepercayaan diri dalam mengintegrasikan teknologi.Kata kunci: TPACK, CK, TP

The development of TESOL teacher beliefs and knowledge in an ICT-enriched CPD environment

This thesis investigates the professional development of TESOL teachers during a postgraduate peer-taught course in English Philology at the Pedagogical University in Krakow, Poland. The analysis, conducted on the basis of a Grounded Theory approach, examines how an ICT CPD course influenced the professional development of forty newly-qualified Polish teachers of English as a Foreign Language, who engaged in peer teaching as a central component of the course. The research uncovers and examines teacher beliefs and knowledge in a setting characterised by a high degree of autonomy. The study proposes that the participants, in order to present themselves as competent and self-assured ELT professionals, acted upon the notion of the ‘good teacher’ through both the tacit and the explicit CMC-based negotiation of a collaboratively structured teaching model consistent with their beliefs. In the process of designing ICT-rich English lessons, the participants, guided by their beliefs, ascribed value to subject-specific pedagogical knowledge and skills, foregrounding pedagogy and normalising the technology. The role of autonomy is confirmed as a prerequisite for the kind of practice which supports and enables the pedagogical development of teachers in such an ICT CPD. The thesis offers an original contribution in its presentation of a new construct for understanding teacher belief in the context of technology-related settings. The Technological Pedagogical and Content Beliefs construct (TPACB) attempts to capture the relationship between different types of teacher beliefs, and complements a parallel knowledge construction model - Technological Pedagogical and Content Knowledge – by offering a proposition which illuminates the nature of the interplay of the beliefs relevant to the field of TESOL and other areas of education. In addition, the study proposes a model for an ELT CPD practicum which encourages development in pedagogical knowledge and beliefs while promoting the integration of ICT into practice

ANALISIS KEMAMPUAN TECHNOLOGICAL PEDAGOGICAL AND CONTENT KNOWLEDGE (TPACK) CALON GURU PADA MATA KULIAH PP BIO

Pendidikan calon guru biologi masa depan dihadapkan pada isu integrasi pengetahuan konten, pedagogi dan teknologi (TPACK/technological pedagogical content knowledge). Calon guru diharapkan menjadi guru yang terampil mengajar dengan efektif, menguasai materi (konten biologi) dan mampu memanfaatkan teknologi untuk pembelajaran. Tujuan penelitian ini adalah menganalisis kemampuan TPACK calon guru Biologi pada mata kuliah Pengelolaan Pengajaran Biologi (PP Bio). Penelitian ini merupakan penelitian deskriptif untuk mendeskripsikan kemampuan TPACK calon guru biologi. Subyek penelitian ini adalah mahasiswa Prodi Pendidikan Biologi yang menempuh Mata Kuliah PP Bio pada semester gasal 2017/2018. Kemampuan TPACK calon guru diperoleh dengan menganalisis instrumen CoRe dan PaPeR. TPACK pada penelitian ini meliputi tiga komponen utama pengetahuan guru yaitu konten, pedagogi, dan teknologi. Berdasarkan analisis CoRe dan PaPeR, calon guru dapat menyusun ide besar untuk mengembangkan materi ajar 3 sampai 5 ide besar; calon guru biologi sudah baik dalam mengelola waktu mengajar dan sudah baik kemampuannya dalam memilih strategi pembelajaran (85%). Masih ada 77% calon guru menunjukkan kesulitan dalam mengelola kelas yang efektif. Pada aspek penguasaan konten menunjukkan ada 62% calon guru memiliki penguasaan konsep dengan benar, sedangkan 38% memiliki penguasaan konsep yang tidak mendalam, dan ada yang mengarah pada miskonsepsi. Penggunaan sumber belajar berbasis teknologi informasi dan komputer masih perlu dimaksimalkan karena masih terbatas jenisnya (power point, video, internet), masih sedikit yang menggunakan (32%), serta pemilihan sumber belajar dan media yang kurang relevan untuk pencapaian kompetensi dasar. Simpulan dari penelitian ini bahwa kemampuan  TPACK  calon  guru  masih  perlu  ditingkatkan  pada  beberapa  aspek  penguasaan  konten, pedagogik dan teknologi

The use of ICT by science teachers in middle secondary science education in the Himalayan Kingdom of Bhutan

This research investigated Bhutanese middle secondary science teachers’ ICT knowledge, skills, perceptions and attitudes, patterns of ICT use, and associated factors linked to effective ICT implementation in their classrooms. The study was based on the hypothesis that the use of ICT in secondary science education in Bhutan was affected by the teachers’ attitudes and perceptions towards the use of ICT; their knowledge and skills related to ICT; their TPACK and the barriers associated with effective implementation of ICT. The research was primarily an exploratory study accommodating a post-positivist approach employing mixed design of both quantitative and qualitative approaches. A questionnaire survey on a sample of middle secondary science teachers was the quantitative study. Case studies of eight schools consisting of their historical background and performance records, semi-structured interviews with eight science teachers from these schools and focus group of students from three of these schools formed the case studies. The survey questionnaire targeted 189 middle secondary science teachers from a total of 63 middle secondary schools and secured a response rate of 85.7%. The survey questions covered patterns of ICT use in daily life, interest in ICT, confidence in using ICT and application of ICT in science teaching. A set of Technological Pedagogical and Content Knowledge (TPACK) questions (Mishra & Kohler, 2009) were also included to test the level of ICT integration achieved by these teachers. The findings showed that overall, the teachers possessed moderate levels of ICT knowledge and skills; very few ICT elements were used in the teachers’ daily life, and still less were employed in science teaching due to lack of confidence. Although teachers had positive perceptions and attitudes regarding use of ICT in teaching science, many could not fully utilise ICT due to personal and institutional constraints. Teachers were found to use various ICT tools dependent upon their personal competence and confidence. ICT trained teachers used more tools and engaged with more innovation in the classroom, whilst teachers with low ICT competency and confidence exhibited little integration. ICT trained teachers also helped the school management in developing administrative facilities that engaged ICT, and they also involved students in using ICT presentations. Specialised ICT teachers facilitated innovative uses of ICT such as: interactive student-centred teaching; enhanced collaborative student work; improved problem-based and project-based learning. These teachers also shared their ICT knowledge and skills with other colleagues. Schools with a poor ICT resources often provided less time for professional engagement and therefore, inhibited the implementation ICT in classrooms. Based on these findings, the research recommended the government to increase funding for ICT in schools to provide: more computer laboratories and extend the professional development opportunities for both pre-service and in-service science teacher contexts. More extensive research covering other types of educational institutions, more student-focused research, comparison of teacher and student perceptions and linking performance with ICT use were some new research areas suggested for future. The limitations of sample size and sampling method and difficulties encountered in interviews using social sites in recording the proceedings were two main limitations identified in this study. The sampling and size limitations could affect generalisability of the findings beyond the context of this research