Teacher education for effective technology integration

About a decade ago, several researchers used Shulman's (1986) framework about Pedagogical Content Knowledge (PCK) - a body of knowledge that constitutes a special amalgam of content, pedagogy, learners, and context - as a theoretical basis for developing TPCK or TPACK: a framework for guiding teachers' cognition about technology integration in teaching and learning (Angeli, Valanides, & Christodoulou, 2016). Different models of TPCK/TPACK are proposed in the literature, each with a different focus (on practice, instructional design, context, etc.) and with a different theoretical interpretation about the nature and development of the knowledge that teachers need to have to be able to teach with technology (e.g., Angeli & Valanides, 2005, 2009, 2013; Koehler & Mishra, 2008; Niess, 2005).In this direction, research is being carried out to identify TPCK design procedures for initial teacher education. In teaching, when transferring TPCK to design and methodological practices, there is a need to consider a number of factors, especially: the different modes of adopting technologies; the integration of tool affordances, content and pedagogy; the implementation of learning environments; the operationalization of knowledge; and detailed analysis of teaching models and approache

Using iPads as a learning tool in cross-curricular collaborative initial teacher education

Mobile technologies are becoming more and more prevalent in learning environments. This means that teacher education must keep pace with the use of mobile technologies. Baran (2014) argues that the ‘greatest added value of mobile learning vis-a-vis PC learning lies in the aspects that extend classroom interaction to other locations via communication networks’. (p. 18) This article outlines a pilot study developed to support collaborative working between the English and science pre-service teachers, in which mobile technologies were used to extend students interactions outside the classroom, using iPads in authentic, fieldwork situations

Gender-Based Analysis of Senior High School teacher\u27s ICT Attitudes and Integration

This research delves into Senior High School teachers\u27 attitudes toward integrating Information and Communication Technology (ICT) in education. It aims to unveil the underlying factors that influence these attitudes and determine whether they exhibit significant disparities based on gender, age, teaching experience, ICT experience, ICT skills, and ICT training. The study delves into the intricate web of perspectives, beliefs, and emotions that mold the attitudes of Senior High School educators. It acknowledges the profound impact of their unique journeys, experiences, and competencies on these attitudes. This research recognizes that these attitudes are not merely abstract concepts but profound human responses with the potential to shape the future of education. Moreover, the study employs rigorous academic methods and statistical tools to conduct a meticulous analysis of the data. It scrutinizes the statistical significance of these attitudes, unveiling patterns that provide invaluable insights for educators, policymakers, and scholars dedicated to enhancing the educational landscape. In conclusion, this research, supported by robust findings and alignment with prior research in the field, offers invaluable insights for ICT policy planners, practitioners, and scholars. These insights can guide the development of more effective ICT training programs for teachers, prospective educators, and teacher training institutions

Using LEGO Robots to Support Understanding of Absolute Value in a Mathematics Classroom

This presentation will allow participants to become middle school mathematics students as they apply their understanding of absolute value through the use of LEGO robots. A classroom lesson will be conducted (with the participants playing the role of the student) to show how LEGO robots can be an engaging tool to create collaboration among students as well as support the understanding of concepts. Participants will work in groups of 2-3 to operate a robot along a number line and record data on a task sheet as the robot moves forward or backward in random increments. This presentation will culminate with a discussion regarding participants’ reactions to the activity and its implication for classroom use

Understanding best practices in control engineering education using the concept of TPACK

This study aimed to design an integrated pedagogical approach to advance introductory Process Control Engineering Education through the application of the Technological Pedagogical Content Knowledge (TPACK) framework, and evaluating its impact on student learning. The research is initially being undertaken at Nottingham Trent University, UK but we will next adapt it to a case study in Libya. This paper aims to strengthen the teaching of introductory Process Control by using appropriate approach es in universities to improve the learning outcomes for students. From this work a new schematic for teaching Process Control ha s be en developed and, moreover, a thoughtful best practice in introducing Process Control in engineering education can be developed

Using LEGO robots to support understanding of absolute value in a mathematics classroom

Presentation co-presented by Georgia Southern faculty member Shelli L. Casler-Failing with students Ann Mitchem and Jillian Arnold at Interdisciplinary STEM Teaching and Learning Conference, Savannah, GA. This presentation will allow participants to become middle school mathematics students as they apply their understanding of absolute value through the use of LEGO robots. A classroom lesson will be conducted (with the participants playing the role of the student) to show how LEGO robots can be an engaging tool to create collaboration among students as well as support the understanding of concepts. Participants will work in groups of 2-3 to operate a robot along a number line and record data on a task sheet as the robot moves forward or backward in random increments. This presentation will culminate with a discussion regarding participants’ reactions to the activity and its implication for classroom use

Transforming classroom practices through teachers' learning of TPACK: The case of in-service teachers at Kibasila Secondary School in Tanzania

This study investigated the extent to which teachers’ learning of Technological Pedagogical Content Knowledge (TPACK) has an impact on their technology use and classroom practices. The study involved 12 in-service teachers and 40 students from Kibasila secondary school in Tanzania. During the study, teachers participated in training about TPACK and in teacher design teams they designed technology-enhanced Biology, Chemistry and Physics lessons. Data were collected through a teacher questionnaire, an observation checklist, student questionnaire and a teacher interview. Results showed that after learning TPACK, teachers’ classroom practices shifted from teacher-centered approach to learner-centered approaches that utilize technology. Students' interest on the lessons was also enhanced. In addition, there was an increase in the interaction between students and teachers during the classroom session. Given these findings, we concluded that, teachers’ development of TPACK has an impact on the teachers' teaching approaches

Strategies to Update the Clothing and Textile Course Curriculum with Emerging Technologies

In this digital age, apparel discipline not only needs to disseminate conceptual knowledge but also impart practical skill-based knowledge about technology. The objective of this research was to examine strategies of integrating technology, content, and pedagogy knowledge in fashion discipline. Ten clothing textile academicians were interviewed and interviews subsequently analyzed to find five such strategies: (1) give confidence to students to problem solve and democratize the belief in creating, (2) incorporate balanced distribution of technological components throughout the course curriculum, (3) have faculties who are technophiles rather than technophobes, (4) use a flipped classroom model to adapt to the learning curves of the students, and (5) be more marketable and visible to attract multidisciplinary based projects. The strategies, which emerged in the research, could give ideas to the academicians to revamp the curriculum based on the changing needs of industry, and nature of their students and professors