A TPACK Diagnostic Tool for Teacher Education Leaders

Graziano, Kevin J.; Herring, Mary; Carpenter, Jeffrey P.; Smaldino, Sharon; Finsness, Elizabeth

doi:10.1007/s11528-017-0171-7

Cited by 31 publications

(23 citation statements)

References 23 publications

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“…TPACK model is displayed in Figure 5. TPACK model is to identify the nature of knowledge that teachers need to incorporate into mobile pedagogy, but the complexity, multi-disciplinary and blurred interrelations of teacher knowledge draw relative criticisms [17][18][19]. Based on "the belief that teachers and learners are active participants in making and shaping language learning" [20], Agnes designed a Pedagogical Framework for Mobile-assisted Language Teaching and Learning, as shown in Figure 6.…”

Section: Technology Pedagogical Content Knowledge Modelmentioning

confidence: 99%

A social constructivism framing of mobile pedagogy in english language teaching in the digital era

Zhang

Puteh

Sazalli

2020

IJEECS

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<p>Social Constructivism is elaborated as a theoretical background to support modern pedagogy with mobile technology in the digital age. Studies of theories and framework in terms of mobile pedagogy are combed up to find its connection between language teaching and Social Constructivism. Four theoretical framework of mobile pedagogy are listed in this paper to establish the link with Social Constructivism. The analysis of the Zone of Proximal Development from Social Constructivism theory indicates that mobile pedagogy, integrated with technology, pedagogy and subject content, is student-driven model which needs teacher’s guidance in the level that students cannot scaffold knowledge on their own. Teachers have to update pedagogical concept with enhanced technological knowledge for the demand of education in the digital era.</p>

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Section: Technology Pedagogical Content Knowledge Modelmentioning

confidence: 99%

A social constructivism framing of mobile pedagogy in english language teaching in the digital era

Zhang

Puteh

Sazalli

2020

IJEECS

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“…TPACK, formerly TPCK (Mishra & Koehler, 2006), has been stimulating teacher training programs to form teacher's knowledge, pre-service and in-service, with a concise framework that involves integrates technology, pedagogy, and content in a direct way. This framework has been widely adopted and adapted by the educational application of ICT researchers from time to time (Baran, Canbazoglu-Bilici, Albayrak-Sari & Tondeur, 2017;Bostancıoğlu & Handley, 2018;Graziano et al, 2017;Martin, 2018). The well-known Venn-circled diagram picturing three basic domains of TPACK; technological knowledge (TK), pedagogical knowledge (PK), and content knowledge (CK) is widely used in ICTs integration research.…”

Section: The Origin Of Tpackmentioning

confidence: 99%

“…There have been many studies involved TPACK framework in technology integration in education in developed countries (e.g. Bostancıoğlu & Handley, 2018;Graziano, Herring, Carpenter, Smaldino, & Finsness, 2017;Martin, 2018), including in science education (e.g. Barak, 2017;Constantine, Rozowa, Szostkowski, Ellis, & Roehrig, 2017;Enderson & Watson, 2019;Jang & Tsai, 2013;Joo, Park, & Lim, 2018;Lin, Tsai, Chai & Lee 2013).…”

Section: Introductionmentioning

confidence: 99%

A sequential explanatory investigation of TPACK: Indonesian science teachers’ survey and perspective

Muhaimin

Habibi

Mukminin

et al. 2019

J. Technol. Sci. Educ.

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This sequential explanatory design aims at exploring science teachers’ survey and perceptions of technology integration regarding to technological pedagogical content knowledge (TPACK) which focused on quantitative findings supported by qualitative findings. It involved 356 respondents for the survey and eight participants for the interview. Descriptive statistics, T-test and Anova were used in quantitative data analysis while for qualitative data analysis, thematic process was conducted. Findings show that the science teachers’ perception on their technological-based knowledge is lower than non-technological knowledge namely pedagogical and content knowledge. Further, qualitative findings informed in-depth information about technology integration referred to TPACK namely problems in technology integration, advantages of technology integration, students centered learning, knowledge of new technology and its classroom integration, and peer collaboration. Policy recommendation was established for betterment of ICT integration in instruction especially for developing countries.

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“…Research on TPACK has previously been done focusing on content coverage and grade level with respect to practice [21] development of instrument measurement [22], teacher [23], focusing on theory [24], and research was undertaken at higher education [25], as well as further research into the processes and products of TPACK's leadership diagnostic tool [25]. Currently seven TPACK construction components namely TK, PK, CK, TPK, TCK, PCK, and TPACK have been studied by educational technology researchers such as Angeli, et al in [26]; Brantley-Dias & Ertmer in [27]; Voogt, et al in [28].…”

Section: Tpack In Local Science-based Science Learningmentioning

confidence: 99%

Redesign of Technological Pedagogical Science Knowledge (TPSK) Based on Local Culture

Widyaningtyas

Kalsum

2019

Proceedings of the 6th International Conference on Educational Research and Innovation (ICERI 2018)

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This research is a literature study and the method used is Systematic Literature Review (SLR). The advancement of the educational world demands a renewal of knowledge and skills in accordance with the demands of the development of 21st century education. Teachers must be able to integrate between content, pedagogy, and technology by lifting culture local in classroom learning practices. Local culture-based learning is used by teachers who must be adapted to the subject matter presented under the curriculum. The important thing here is how students are able to understand and master the concept of science through local culture using current technology. The design of the learning model begins with a redesign of TPSK integration indicators. Redesign of Technological Pedagogical Science Knowledge (TPSK) Based on existing Local Culture can be used by teachers as a reference in developing learning model that integrates technology, pedagogy, knowledge. TPSK in science learning should be tailored to the needs and facilities available in schools.

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A TPACK Diagnostic Tool for Teacher Education Leaders

Cited by 31 publications

References 23 publications

A social constructivism framing of mobile pedagogy in english language teaching in the digital era

A social constructivism framing of mobile pedagogy in english language teaching in the digital era

A sequential explanatory investigation of TPACK: Indonesian science teachers’ survey and perspective

Redesign of Technological Pedagogical Science Knowledge (TPSK) Based on Local Culture

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