Validation of a technological pedagogical content knowledge instrument in a Malaysian secondary school context

Purpose – This study focused on the validation of a Technological Pedagogical Content Knowledge (TPACK) instrument for using ICT in teaching and learning effectively in a Malaysian secondary school setting. The aim of this study was to confirm a sevenfactor TPACK model which includes Technological Knowledge, Content Knowledge, Pedagogical Knowledge, Pedagogical Content Knowledge, Technological Pedagogical Knowledge, Technological Content Knowledge and Technological Pedagogical Content Knowledge. Methodology – This study was designed as a case study situated within a particular context in Malaysia.A survey was administered to 150 pre-service teachers enrolled in a university in Malaysia.Confirmatory factor analysis (CFA) of the adapted TPACK survey was preceded by assessing the fit of the measurement model with the data in the study based on the a priori theoretical model.Findings – The findings revealed that the measurement model adequately fit with the data collected within a Malaysian secondary school context, also lending validity to the adapted TPACK instrument used in this study. Significance – The adapted and translated TPACK survey was found to be a valuable self-report instrument for measuring pre-service teachers’ TPACK knowledge.A greater understanding of TPACK may be required for pre-service teachers before adequate gains in using ICT in teaching can be achieved.Thus, it is recommended that this knowledge should be integrated in the Initial Teacher Education curriculum with more attention to improving access to ICT in Initial Teacher Education and the school

THE CONTRIBUTION OF CONTENT, PEDAGOGY, AND TECHNOLOGY ON THE FORMATION OF SCIENCE TEACHERS’ TPACK ABILITY

KONTRIBUSI PENGETAHUAN KONTEN, PEDAGOGI, DAN TEKNOLOGI TERHADAP PEMBENTUKAN TPACK GURU IPA AbstrakModel integrasi teknologi mengalami perubahan dari model yang berfokus pada teknologi ke model yang berfokus pada pedagogi, salah satunya adalah TPACK. Informasi mengenai kemampuan TPACK guru IPA dan kontribusi pengetahuan konten, pedagogi, dan teknologi dalam pembentukan TPACK guru masih belum banyak tersedia. Oleh sebab itu, penelitian ini bertujuan untuk memperoleh informasi mengenai kemampuan TPACK guru IPA dan kontribusi pengetahuan konten, pedagogi, dan teknologi dalam pembentukan TPACK. Penelitian survei ini melibatkan 88 orang guru mata pelajaran IPA Kota Banda Aceh. Data mengenai kemampuan TPACK guru diperoleh dari soal tes berbentuk pilihan berganda. Penyebaran soal dilakukan secara langsung melalui kegiatan pelatihan. Analisis data dilakukan secara statistik deskriptif dan inferensial (pemodelan SEM-PLS). Hasil penelitian menunjukkan bahwa profil kemampuan TPACK guru IPA SMP di Kota Banda Aceh didominasi oleh  pengetahuan konten (CK). Hasil analisis SEM-PLS menunjukkan bahwa CK, PK, dan PCK secara langsung dan tidak langsung berkontribusi dalam pembentukan TPACK guru IPA SMP di Kota Banda Aceh. Pemerintah dan penyelenggara pendidikan diharapkan dapat membantu guru untuk meningkatkan kemampuan menggunakan teknologi secara efektif dalam kegiatan pembelajaran agar terbentuk TPACK yang komprehensif.AbstractThe model of technology integration has changed from models that focus on technology to models that focus on pedagogy, one of which is TPACK. The information about science teachers’ TPACK and the contribution of content, pedagogy, and technology on the formation of science teachers’ TPACK is still limited. Therefore, this research aimed to obtain information about the science teachers’ TPACK and the contribution of content, pedagogy, and technology on the formation of TPACK. This survey research involved 88 science teachers from Banda Aceh City. The data about science teachers’ TPACK was obtained from multiple-choice test questions. The questions were distributed directly through training activities. Data analysis was performed by descriptive and inferential statistics (SEM-PLS modeling). The results showed that the TPACK ability profile of junior high school science teachers in Banda Aceh City was dominated by content knowledge (CK). The results of the SEM-PLS analysis showed that CK, PK, and PCK, directly and indirectly, contributed to the formation of the science teachers’ TPACK in junior high school in Banda Aceh City. The government and education providers were expected to be able to help teachers to improve the ability to use technology effectively in learning activities to form a comprehensive TPACK.

Initial Evidence of Construct Validity of Data from a Self-Assessment Instrument of Technological Pedagogical Content Knowledge (TPACK) in 2-Year Public College Faculty in Texas

Technological pedagogical content knowledge (TPACK) has been studied in K-12 faculty in the U.S. and around the world using survey methodology. Very few studies of TPACK in post-secondary faculty have been conducted and no peer-reviewed studies in U.S. post-secondary faculty have been published to date. The present study is the first reliability and validity of data from a TPACK survey to be conducted with a large sample of U.S. post-secondary faculty. The professorate of 2-year public college faculty in Texas will help their institutions meet the goals of the state’s higher education strategic plan, 60x30TX. In order to do reach the 60x30TX goals, Texas community college faculty will need to implement learner-centered strategies as well as more technology in their courses. At present, there is no simple, easy, and effective way for faculty or their institutions to assess the faculty’s readiness to fulfill these goals. A sequential EFA-CFA process is used to test the Community College TPACK Survey for Meaningful Learning (CC-TSML) for reliability, validity, and model fit. The results indicate that the CC-TSML may be a useful initial tool to help Texas community colleges and their faculty determine where to spend their professional development efforts. Comparisons to other studies indicate that the data from Texas 2-year public college faculty in this sample fit well between PK-16 and university faculty in other cultural contexts

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

Investigating Science and Mathematics Teacher Candidate’s Perceptions of TPACK-21 Based on 21st Century Skills

Twenty-first century teachers are expected to have the ability to benefit from collaboration, problem solving, creative and innovative thinking, information and communication technology (ICT) applications. Teachers need to know various pedagogical approaches and appropriate ways to use ICT to support the development of twenty-first century skills of their students. The framework of technological pedagogical content knowledge (TPACK) provides a theoretical model for studying the way teachers use ICT in education. The purpose of this study is to reveal the relationships of the components that constitute the TPACK-21 scale. The data were collected from 254 teacher candidates at a state university in Turkey from the science and math departments in the academic year of 2017-2018. For this purpose, the relationships between the components/factors that constitute the TPACK-21 scale were examined with a model. Relational survey model was used in the research. In the research, the scale developed by Valtonen et al. (2017) determining prospective teachers’ 21st century skills of TPACK-21 was used. The data obtained in the study were analyzed by structural equation modeling. The direct and positive effects of Technological Content Knowledge (TCK), Technological Pedagogical Knowledge (TPK21) and Pedagogical Content Knowledge (PCK21) from external variables consisting of binary knowledge fields of the research are seen on TPACK-21. These variables explain 74% of the change in TPACK-21. TCK is the variable that affects TPACK-21 the most. Another important result reached in this study is that teachers' content knowledge (CK) directly and positively affect TCK and PCK21 and this effect is greater than the effect of technological knowledge (TK) and pedagogical knowledge (PK21). When the results of this research are evaluated, a gradual model including CK and PCK21 can be proposed instead of a direct technology-based approach to professional development programs developed to increase 21st century competencies of teachers’ TPACK-21s

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

Berpikir Level Tinggi dan TPACK Calon Guru Matematika pada Pembelajaran Matematika Abad ke-21

In the 21st century, learning requires high-level thinking processes and mastery of technology. The benefits of using technology accompanied by high-level thinking include 1) having many alternative solutions to problems, 2) be a good co-worker, and 3) being more independent in finding solutions. Also, learning mathematics is one of the main lessons in class and has the main characteristics of structured learning and has a systematic flow. The attributes of existing mathematics learning may support the technology learning process, which also has an orderly system and algorithm. This study employed a cross-sectional survey—it exploring high-level thinking and TPACK in mathematics learning. The subject was 182 pre-service mathematics teachers in Universitas Muhammadiyah Purwokerto, Indonesia. This study showed high-level thinking, and TPACK indicated that the item was sufficient to perform factor analysis. The analysis results found that the Kaiser Meyer-Oikin (KMO) value for items in the high-level thinking construct questionnaire with 12 items showed 0.657 (l> 0.50). Subsequently, in TPACK construct questionnaire with 32 items showed 0.783. The results stated that higher-order thinking is the essential capital in learning mathematics. Therefore, learning mathematics also demands the dynamism of technological developments to support the success of learning mathematics.Pembelajaran matematika pada abad ke-21 membutuhkan proses berpikir tingkat tinggi dan penguasaan teknologi. Manfaat penggunaan teknologi yang disertai dengan pemikiran tingkat tinggi antara lain 1) memiliki banyak alternatif pemecahan masalah, 2) menjadi rekan kerja yang baik, dan 3) lebih mandiri dalam mencari solusi. Selain itu, pembelajaran matematika merupakan salah satu mata pelajaran utama di kelas dan memiliki ciri utama pembelajaran yang terstruktur dan memiliki alur yang sistematis. Atribut pembelajaran matematika yang ada dapat mendukung proses pembelajaran teknologi, yang juga memiliki sistem dan algoritma yang teratur. Penelitian ini menggunakan metode survei potong lintang yang mengeksplorasi pemikiran tingkat tinggi dan Technological Pedagogical Content Knowledge (TPACK) dalam pembelajaran matematika. Subjek penelitian adalah 182 calon guru matematika di Universitas Muhammadiyah Purwokerto, Indonesia. Penelitian ini menunjukkan item-item yang terkandung dalam berpikir tingkat tinggi, dan TPACK cukup untuk dilakukan analisis faktor, yaitu berada pada nilai 0.657 dan 0.783 (l> 0.50). Hasil penelitian menyatakan bahwa berpikir tingkat tinggi merupakan modal penting dalam pembelajaran matematika. Oleh karena itu, pembelajaran matematika juga menuntut dinamisme perkembangan teknologi untuk menunjang keberhasilan pembelajaran matematika

Examining Cambodian high school science teachers’ perception of Technological Pedagogical Content Knowledge (TPACK)

The purpose of this study is to assess Cambodian high school science teachers’ perceptions of Technological Pedagogical Content Knowledge (TPACK) knowledge domains, including content knowledge (CK), pedagogical knowledge (PK), technological knowledge (TK), pedagogical content knowledge (PCK), technological content knowledge (TCK), technological pedagogical knowledge (TPK) and TPACK and investigate the relationship between knowledge domains with some demographic variables such as gender, qualification, age, teaching experience, school type and school location. The study surveyed 240 Cambodian high school science teachers using a self-rating questionnaire. Data analyses employed independent samples t-test, One-Way ANOVA and Pearson’s correlation statistics to produce findings. The results revealed that Cambodian high school science teachers responding to the survey rated their knowledge relatively high for the CK, PK, PCK and TK, but relatively low for TCK, TPK and TPACK. Difference analyses affirmed that only the school-type variable indicated the difference in the four technology-related knowledge domains of TPACK. Age and teaching experience had negative correlations solely with the four technology-related domains. In conclusion, Cambodian high school science teachers have enough knowledge in (1) subject contents, (2) teaching strategies of their subject matter, and (3) ICT for administrative works and to support subject-matter-related works. Cambodian high school science teachers need more knowledge of specialised ICT for education to improve their teaching and enhance students’ learning on their subject