Technological, pedagogical, and content knowledge for technology integration: a systematic literature review

Many empirical studies used technological, pedagogical, and content knowledge (TPACK) to evaluate technology integration in education. However, systematic reviews on TPACK, related to technology integration in education are still limited, linked to the TPACK and technology integration issue. Therefore, this systematic literature reviews TPACK-based studies from 2010 to 2022, focusing on three topics: instruments to assess TPACK, TPACK domains’ inter-correlation, and TPACK relationships with technology integration. This systematic literature review implemented PRISMA (preferred reporting items for systematic reviews and meta-analyses). The study used Science Direct as a platform for articles’ search with three keywords, namely TPACK, preservice teacher; TPCK, preservice teacher; and TPACK, preservice teacher, technology integration. There were 28 articles reviewed. The findings informed 11 articles regarding scales to assess TPACK. There were nine articles reported TPACK domains’ intercorrelation and 10 articles informed TPACK relationships with technology integration. This study could significantly contribute to advancing knowledge regarding instruments to assess TPACK, TPACK factors inter-correlation, and TPACK and technology integration

Exploring the factors affecting pre-service science teachers’ actual use of technology during teaching practice

The primary objective of the research reported on here was to decide whether a combined framework of the theory of planned behaviour (TPB) and technological pedagogical and content knowledge (TPACK) could be a valid and reliable model to predict Indonesian pre-service science teachers’ (PSTs’) actual use of technology (AUT) during teaching practice. A survey instrument consisting of attitudes (ATs), subjective norms (SN), perceived behavioural control (PBC), technological pedagogical knowledge (TPK), technological content knowledge (TCK), technological pedagogical content knowledge (TPCK), and AUT was adapted from previous studies and validated through face and content validity. Thereafter, the instrument was piloted to 135 PSTs and validated through exploratory factor analysis (EFA). The sample (n = 457) completed the instrument during the main data collection. The data analysis was done through the steps of partial least square structural equation modelling (PLS-SEM), t-test, and analysis of variance (ANOVA). Through the measurement model phase, the combined framework was reported to be reliable and valid. SN was the strongest predictor (β = .445) of AUT, followed by PBC (β = .281). Meanwhile, AT, TPK, TCK, and TPCK were reported to be insignificant. Additionally, significant differences regarding AUT were reported based on gender and institution. An insignificant relationship emerged based on information and communication technology (ICT) -based courses

Integration and Management of Technologies Through Practicum Experiences: A Review in Preservice Teacher Education (2010-2020)

The presence and use of technologies in educational settings is constantly increasing. Therefore, initial teacher education needs to prepare future teachers to deal with this technological implementation from both practical and pedagogical perspectives. This paper examines the treatment of technologies that initial teacher education offers to early childhood education and primary education preservice teachers facing their practicum experiences. A bibliometric and thematic review during the 2010-2020 period is conducted in WoS, Scopus, PsycInfo, and ERIC databases. An analysis of co-occurrence of terms and the creation of bibliometric maps are considered. The thematic analysis follows an inductive approach. Three big areas are addressed through this approximation: consideration of technologies before practicum, the use of technologies at the schools, and the study of preservice teacher’s personal variables. Findings show the importance of working with technological preparation of university supervisors and cooperating teachers when teacher candidates do their practicum. In this proposal, to consider the self-efficacy and technological, pedagogical and content knowledge model of preservice teachers is encouraged. Conclusions underline the importance of teaching and strengthening pedagogical and reflective experiences during the practicum. Limitations are considered

The Effects of Teacher Professional Development and Self-Efficacy on Classroom Uses of Information and Computer Technologies

The uses of new technologies during mathematics instruction are essential for maintaining opportunities for students to gain better understanding of the content and become digital learners in the information age. Although scholars found technology integration is helpful in improving students’ mathematics achievement, the role of teachers’ preparedness for technology integration remains critical. Technology professional development and self-efficacy are two major factors impacting teachers’ successful integration of instructional technologies. The purpose of this study was to provide a more in-depth look into (i) mathematics teachers technology uses during direct instruction, dialogic instruction, and assessment; (ii) the relationship between various types of professional development activities (online collaboration, face to face collaboration and course-based) and classroom technology use; and finally (iii) the mediator role of self-efficacy between professional development and classroom technology use. The findings demonstrate that eighth grade mathematics teachers tend to integrate technology more often through direct instruction than dialogic instruction and assessment. Teacher self-efficacy, collaboration, and online collaboration for professional development had a significant relationship with technology use through direct instruction. Next, the results indicated that self-efficacy, collaboration, and course-based professional development were three significant factors for technology use in dialogic instruction. These three factors also significantly contributed to increasing technology use through assessment. Third, when self-efficacy mediated the hypothesized relationship, only face to face collaboration among teachers had a significantly positive association with teachers’ technology use through any type of instruction. Based on the findings, this study concludes that face-to-face collaboration among teachers were more effective than online professional interactions to make a change in teacher practices. Online learning communities should be encouraged for teachers who seek further guidance and resources sharing after joining a face-to-face training. Recommendations for future research and implications for practice are discussed

Factors Affecting ICT Integration During Teaching Practices: A Multiple Case Study of Three Indonesian Universities

Information and communication technology (ICT) is a strong force for economic, social, political, and educational reforms happening throughout the world including in developing countries. In this qualitative inquiry, we aimed at elaborating factors affecting ICT integration during teaching practices in pre-service teacher training programs (PTTPs) of three Indonesian universities from the perspectives of fifty-five pre-service teachers. The thematic analysis of this study revealed two major themes, barriers and enablers, which affected the integration of ICT during teaching practices. Based on the themes, this study led to the development of a conceptual model of factors affecting the ICT integration. Recommendations are made for the betterment of Indonesian PTTPs and related stakeholders

Influence of ICT Capacity on Effective Utilization of ICT to Improve Organizational Performance of Learning Institutions: A Literature Review

Governments and ICT integration advocates tend to seek infrastructural investments as a panacea for the ICT needs for learning institutions, without proper plans on how they will be utilized and without clear understanding existing capacity deficits that will affect its successful implementation. The mere focus of most studies on availability of technology and what students learn through the technology has left a gap in understanding on the capacity requirements that will ensure effective utilization of the technology in order to improve the quality of educational processes in learning institutions. ICT capacity has been of particular focus by scholars in understanding the influence of teacher characteristics and capabilities on effective utilization of ICT to realize its full potential in improving efficiency and effectiveness of management, teaching and learning processes in learning institutions. This review summarizes the relevant research on the influence of ICT capacity on effective utilization of ICT to improve organizational performance of learning institutions. Specifically, the review summarizes the relevant research on teachers’ characteristics and ICT capacity and its effect on organizational performance in learning institutions. The review also discusses gaps in the literature, directions for future studies to breach the gaps and the research implications on scholars and policy makers in educational technology

Teachers’ Perception of Factors Affecting Integration of Information and Communication Technology for Instructional Purposes in Secondary Schools in Kenya

This research determined the perception of secondary school teachers on the effect of teacher-related factors on the integration of information and communication technology (ICT) for instructional purposes. The study was conducted in 40 secondary schools of the North Rift Valley region of Kenya that had computers. Likert-type scale for each technology acceptance variable (Computer self-efficacy, teacher efficacy, attitude towards computer, Social influence, and Constructivist beliefs) was developed/ adopted for the study. These scales were established to have adequate reliability through a pilot study. Usable data from 400 respondents was collected and used to test the hypotheses. T-test, ANOVA and Fisher’s LSD post hoc analyses were conducted on the data collected using SPSS version 20.0. The results show that voluntariness and computer experience were the two main variables that determined teachers’ perception of factors affecting the integration of Information and Communication Technology for instructional purposes. On the other hand, subject specialization, gender and teaching experience had marginal or no significant influence on teachers’ perception of factors affecting the integration of Information and Communication Technology for instructional purposes. Therefore, it should be understood that a number of factors interact to produce a significant effect on ICT integration in pedagogy

Digitalization of English Language Teaching in Higher Education : Insights from English Preparatory Classes in Turkish Universities

The rise of the information and communication technologies (ICT) has been revolutionary for the societies of the 21st century. From an educational perspective, ICT tools have transformed traditional teaching and learning practices in many fields, including language education. This study aims to explore how ICT tools are used in higher education, specifically in English preparatory classes of universities in Turkey. Structured, online interviews were conducted with six EFL teachers working in different private universities. The interview questions were designed to identify teachers’ ICT use, their attitudes toward ICT tools, and potential advantages and disadvantages related to ICT tools. Qualitative content analysis was used to analyze interview data. Overall, EFL teachers used traditional ICT tools, such as computers, projectors, and interactive whiteboards (IWBs) in almost all classes, and used various Web 2.0 tools to enrich their teaching practice. Besides, teachers expressed their confidence in using ICT tools, and this finding was independent of their history of ICT training. Teachers considered ICT tools as beneficial, highlighting multiple teaching- and learning-related benefits. Teachers considered infrastructure problems as the main challenge related to ICT use

An examination of the effect of technology-based STEM education training in the framework of technology acceptance model

The aim of this study is threefold: (1) to present a valid and reliable scale in the framework of the Technology Acceptance Model; (2) to reveal factors affecting pre-service science teachers’ intentions to use technology-based STEM; (3) to examine the effect of technology-based STEM education training on pre-service science teachers’ perceived ease of use, perceived usefulness, attitude, and intention. This study has two sections. Study 1 defined the reliability and validity of the Technology Based-STEM Intention Scale (TB-STEMIS) in the framework of the Technology Acceptance Model (TAM) with pre-service science teachers in Turkey. Study 2 examined the pre-service science teachers’ intentions to use technology-based STEM and the impact of technology-based STEM education training on pre-service science teachers’ intentions concerning the TAM model. The results of the study revealed that the proposed model tested after STEM training is superior to the before STEM training. Findings also indicated that technology-based STEM education training had a positive effect on pre-service science teachers’ perceived ease of use, perceived usefulness, attitude, and intention to use the technology-based STEM education. Finally, implications were discussed and recommendations were found for further studies in line with the limitations. © 2022, The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature

THE IMPACT ON TECHNOLOGY INTEGRATION SELF-EFFICACY BELIEFS OF PROSPECTIVE TEACHERS’ SELF-DIRECTED LEARNING TRENDS WITH TECHNOLOGY

The purpose of this research is to determine the effect of self-directed learning tendencies of prospective teachers on the self-efficacy beliefs of technology integration. In addition, prospective teachers’ opinions of technology integration were researched. The research was designed using a mixed method. The study group of the research consisted of prospective teachers (pre-test n = 170 and post-test n = 131) who are studying at the Faculty of Education located in Northwest Black Sea Region of Turkey during the spring semester of the 2016-2017 academic year and who are taking the course of Instructional Technology and Material Design. The Technology Integration Self-Efficacy Scale, Self-directed Learning with Technology Scale and focus group interview were used to collect the data of the study. At the end of the research, it was found that prospective teachers’ self-directed learning tendency scores were predictive both pre-test and post-test scores their technology integration self-efficacy beliefs.  Article visualizations