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

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

Examining the Digital Competencies of Pre-service Teachers

This study aims to examine the variables that may influence pre-service teachers’ digital competencies at the Faculty of Education in Jagodina. If pre-service teachers are expected to integrate information and communication technology (ICT) into future teaching processes, they need to possess a high level of adequate competencies. In this study, digital competencies were identified as: (a) competencies to support pupils for ICT use in the class and (b) competencies to use ICT for instructional design. Four variables (support from teacher training institution (TTI), perceived usefulness, perceived ease of use and attitudes towards ICT use) were hypothesized to have direct and positive influences on digital competencies. This study also investigated whether support from TTI, perceived ease of use, perceived usefulness and digital competencies had any effect on the pre-service teachers’ intention to use technology in their future teaching practice. Moreover, the development of pre-service teachers’ digital competencies while studying at the Faculty (i.e differences between freshmen, juniors and master students) were examined. With data gathered from 131 participants, using a survey questionnaire, linear regression analysis revealed positive effects of the strategies, perceived usefulness, attitudes, and perceived ease of use on pre-service teachers’ digital competencies. Furthermore, the results revealed a positive impact of pre-service teachers’ perceived usefulness, perceived ease of use and digital competencies in their intention to use digital technology in future teaching. On the other hand, the strategies do not affect intention to use ICT. Various contributions to research and implications for teacher training are discussed.Publishe

Transitions in teacher education and professional identities: proceedings

The University of Minho, Braga, Portugal, was the host for the 2014 Annual Conference of the Association for Teacher Education in Europe (ATEE), which took place in August, from the 25th to the 27th. The Conference focused on Transitions in Teacher Education and Professional Identities looked at the transitions in teacher education and analysed different experiences in professional identity of (student) teachers from an international perspective. Three keywords may be identified: challenges in teaching, dilemmas in teacher education and in teacher educators’ role and current trends that are shaping teacher education in different contexts. Similar dilemmas and even contradictions have been identified in different settings with different modes of government intervention in teacher education in which content, structure and duration are also diverse but with similar features. Another key theme discussed at the Conference was the complexity of the concept of identity and also the contested nature of the transitions: transitions for what? How? Why? These transitions and shifts in teacher education and professional identities need to be examined within the context of current policies but also in the light of the complexities and contradictions of teaching as a profession. Teacher educators are also facing transitions in teacher education curricula but also regarding their own identities. These are complex processes that may include resistance and turbulence because transitions may be troublesome for many reasons. In this regard context and language matter but also the kinds of policies and practices that exist within teacher education. There are questions that remain unanswered. However, despite the differences, the dilemmas, and even the contradictions, teacher education can make a difference in professional identity development as was the case of successful experiences that have been described in the Conference

E-Learning

E-learning enables students to pace their studies according to their needs, making learning accessible to (1) people who do not have enough free time for studying - they can program their lessons according to their available schedule; (2) those far from a school (geographical issues), or the ones unable to attend classes due to some physical or medical restriction. Therefore, cultural, geographical and physical obstructions can be removed, making it possible for students to select their path and time for the learning course. Students are then allowed to choose the main objectives they are suitable to fulfill. This book regards E-learning challenges, opening a way to understand and discuss questions related to long-distance and lifelong learning, E-learning for people with special needs and, lastly, presenting case study about the relationship between the quality of interaction and the quality of learning achieved in experiences of E-learning formation

Instrumentos de avaliação do Technological Pedagogical Content Knowledge na formação inicial de professores: Uma revisão sistemática / Technological Pedagogical Content Knowledge assessment tools in initial teacher training: A systematic review

A estrutura TPACK (Technological Pedagogical Content Knowledge) inicialmente se configurou co-mo uma estrutura conceitual para a compreensão dos conhecimentos necessários aos professo-res para integração de tecnologia. Nos últimos anos as pesquisas utilizando esta estrutura tem migrado, de uma preocupação mais teórica para uma preocupação mais concentrada na avalia-ção do conhecimento dos professores sobre a integração tecnológica. Neste sentido, este traba-lho tem como objetivo conhecer e analisar os instrumentos utilizados para avaliação do TPACK na formação inicial de professores, nos periódicos disponíveis no Portal de Periódicos da Coorde-nação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES). Para tanto, realizou-se uma pesquisa bibliográfica que analisou 57 trabalhos disponíveis no referido portal, dos quais apenas 24 atendiam aos critérios estabelecidos para esta investigação: utilizar o TPACK; ser um trabalho empírico; tratar da formação inicial de professores. Como resultado desta pesquisa percebeu-se: a importância da avaliação do domínio do TPACK, seja para pesquisadores quanto para formado-res de professores; que o método de coleta do domínio do TPACK mais frequentemente utilizado nos estudos analisados para esta revisão foram, de longe, as medidas de autorrelato, seguidas de medidas de desempenho, entrevistas, questionário aberto e observação; cada tipo de instrumento apresenta potencialidade e fragilidades que precisam ser consideradas, levando-se em conta o contexto em que se dá a avaliação; e que há uma busca dos pesquisadores para encontrar instrumentos capazes de alcançar uma avaliação fiável e válida

Education in the Covid-19 Era

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Computers in Education

Computers, or in wider scope, information and communication technology (ICT), have had revolutionary impact on education. ICT is both merged to the education process and is supporting it. Computers and information technology are typical enabling technologies not in the focus itself, but when available, these are adopted in use. Performance of computers has grown exponentially: According to Moore's law processing power and RAM capacity is doubled in 1.5 years. The similar growth rate relates to mass memories and data transmission speed. During the era of computing (from the middle 1940s) information technology has gradually transferred to new areas of use. In the beginning, the computers themselves were in focus. In the 1970s microelectronics has been the key to changes: first personal computers, then networking and cloud technologies, further embedded intelligence of devices, distributed computing, complex software, wide access to heterogeneous data sources etc. have brought the computer to the growing number of applications, also in the education sector. The purpose of this paper is to have a look at the concept 'computers in education It has been the title of the conference track in Mipro over decades. It is widely handled in literature, journals, and other publications. These provide forum for experience transfer in the area, as well as encourage researchers to study the topic from the scientific direction. The paper is partially based on the experiences of the authors and aimed to clarify the term from a variety point of view.acceptedVersionPeer reviewe