It is becoming a new trend in developing countries to integrate ICT effectively in the teaching-learning process inside or outside the classroom to boost teachers’ professional knowledge (TPK). The present study addresses the technology integration relationship with TPK according to the International Society for Technology in Education (ISTE-2008) Standards for Teachers in private secondary schools of Karachi. TPK was categorized as 2 standards of ISTE-2008 i.e. enhance creativity in students and design digital-age assessment. 120 teachers from 12 private secondary schools of Karachi were selected based on a simple randomsampling technique. For the collection of data, a teacher survey questionnaire was used that was designed to gain information on their level of ICT integration and their professional knowledge according to the ISTE-2008 Standards. Data was collected through questionnaire distribution and analyzed through SPSS. Based on ANOVA results, the overall model was significant because the F value was greater than 2 and the significant value was less than 0.05. A strong significant correlation was found between ICT integration and TPK. Strong and moderate significant correlation of ICT integration with teachers’ ability to enhance creativity and design digital-age assessment was found respectively. ICT integration explained 32% of the variance in teachers’ professional knowledge. The integration of ICT with ISTE-standards is highly recommended for the teachers.
Purpose This paper aims to address the relationship of teachers’ technological pedagogical content knowledge (TPACK) and their technology proficiency according to the International Society for Technology in Education Standards for Teachers (ISTE-ST) in public and private universities of Karachi, Pakistan. Design/methodology/approach Quantitative approach with survey research design was used. In total, 520 teachers of public and private universities were selected on the basis of simple random sampling technique. Data was collected through questionnaire distribution. Findings Strong significant correlation was found between teacher’ TPACK and teachers’ technology proficiency, teachers’ ability to engage in professional development and teachers’ ability to promote digital citizenship and responsibilities in students. Originality/value TPACK and ISTE-ST are used for effective teaching. TPACK is used to measure teachers’ ability to integrate technology in their teaching, while ISTE-ST is used to measure the proficiency technology integration. This study is unique as it discusses the relationship of TPACK and ISTE-ST framework in term of teachers’ ability to promote digital citizenship and responsibilities in students and teachers’ ability to engage themselves in professional development program.
Generally, Chemistry is the backbone of manufacturing industries, but unfortunately in Pakistan, it is considered a difficult subject for many students, therefore they have found less motivation toward this subject and show poor performance in examinations. Constructive feedback is a technique utilized by teachers in the classroom globally to increase students’ academic performance. From the previous research, it was found that Pakistani teachers use the traditional methods of feedback to access their students’ performance. Hence, the current study aims to investigate the effects of constructive feedback on students’ academic achievement, especially in the chemistry subject. Therefore, by deploying a true-experimental research design, a sample size of 97 students of grade-IX were selected through a purposive sampling technique. Students’ academic achievement was measured through a self-made chemistry achievement test (CAT). The findings inidicated a significant result of constructive feedback on students’ academic achievement. Students’ ability group result was also found significant for academic achievement, which proved that low score achievers performed better when they received proper constructive feedback. Furthermore, these findings may contribute toteachers' ongoing professional development in terms of constructive feedback and teacher-student centered learning process.
Currently, English as a foreign language (EFL) teachers are supposed to recognize that, creativity among students can be developed through knowledge management practices. The current study aimed to investigate EFL teachers’ knowledge management practices from learner insight. The explanatory mixed method research design was used to investigate the phenomenon. Quantitative data was collected from 298 A-Level students through a survey questionnaire, and qualitative data was collected through 7 A-Level students through an in-depth semi-structured interview. The findings suggested that EFL teachers arrange seminars and co-curricular activities to create knowledge; discussion in and outside classrooms are used to share knowledge; social media and movies are used to utilize knowledge; and notebooks are used to store knowledge in the EFL classroom. The study revealed that benchmark and technological devices to manage knowledge are not frequently practiced by EFL teachers. The study concluded that teachers should be trained in the area of knowledge management regularly.
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