Blended Learning Approach to Develop the Teachers’ TPACK

Abstract

A theoretical framework has emerged recently to guide research in the teachers' use of ICT and it is the technological pedagogical content knowledge (TPACK). Early research indicates that Blended learning is increasingly being adopted at all levels of educational system. It is considered as a way to foster engaging in interactive learning experiences. The purpose of this article was to determine the levels of ICT knowledge on e-course design through blended learning approach among science teachers of secondary schools in Yemen. The study was conducted on the sample of 60 science teacher trainees in Ibb city. The ICT knowledge scale was used based on TPACK. To analyze the data t-test was used. The findings in this study indicated that TPACK has provided a valuable tool for assessing teacher knowledge in the area of technology integration, the teachers' ICT knowledge was above average in two groups, and there is significant difference between experimental and control groups on ICT knowledge scale. Recommendations are made for future research on online collaboration activities to raise awareness of factors related to online group work and to determine the in-service training needs of teachers on ICT use to follow-up support and to ensure successful utilization of new technologies.

Preparing Teachers to Teach in K-12 Blended Environments: A Systematic Mapping Review of Research Trends, Impact, and Themes

“…Some of these models used online training components to model BT practices (Al-Doseri et al, 2016 ; Lim, 2017 ; Mouzakis, 2008 ; Mouzakis et al, 2010 ; Wayer et al, 2015 ; Zhou et al, 2007 ; Ziegenfuss et al, 2019 ) and others combined both online and in-person training (Rieckhoff et al, 2018 ). Other models presented programs and evaluations of programs for preparing teachers for BT (Moore et al, 2017 ; Philipsen, 2019 ; Philipsen, Tondeur, Pareja Roblin, et al, 2019a ; Philipsen, Tondeur, Pynoo, et al, 2019b ; Puhala, 2018 ; Qasem & Viswanathappa, 2016a ; Stevens et al, 2018 ). These articles highlight important characteristics to consider when planning PD for BT.…”

Fen Bilimleri Öğretmen Adaylarının Teknolojik Pedagojik Alan Bilgileri Üzerine Harmanlanmış Öğrenme Ortamının Etkisi: Özel Öğretim Yöntemleri-II

“…The reasons for this might be that BLE enables the exchange of ideas and instant feedback (Jang & Chen, 2010), ensures interpersonal communication (Dalgarno & Colgan, 2007), learning in an online cooperative environment (Tai, Pan & Lee, 2015) and time-and-space-independent out-of-school learning environments (Dikmenli & Eser Ünaldı, 2013;Marangoz, 2016). Also, the BLE provides individuals with opportunities for developing themselves constantly and promoting occupational development (Qasem & Viswanathappa, 2016). When the studies in the literature were reviewed, there were few studies that prove BLE having considerable effects on TPACK and sub-dimensions (Alayyar, Fisser & Voogt, 2012;Kaya et al, 2013;Kılıç, Aydemir & Kazanç, 2019;Qasem & Viswanathappa, 2016;Sungur, 2014;Yang & Chen, 2010).…”

“…Also, the BLE provides individuals with opportunities for developing themselves constantly and promoting occupational development (Qasem & Viswanathappa, 2016). When the studies in the literature were reviewed, there were few studies that prove BLE having considerable effects on TPACK and sub-dimensions (Alayyar, Fisser & Voogt, 2012;Kaya et al, 2013;Kılıç, Aydemir & Kazanç, 2019;Qasem & Viswanathappa, 2016;Sungur, 2014;Yang & Chen, 2010).…”

“…In teachers' education, when the studies in the literature are analyzed with technological pedagogical content knowledge (TPCK or TPACK) development, it can be seen that these studies have expanded since the beginning of the 2000s. However, there are few national and international studies on TPACK development with blended learning environment (BLE) use (Alayyar, Fisser & Voogt, 2012;Kaya et al, 2013;Kılıç, Aydemir & Kazanç, 2019;Qasem & Viswanathappa, 2016;Sungur, 2014;Yang & Chen, 2010). In each of these studies, different components and applications among online learning dimension of BLE dimensions are applied.…”

The Associations Between Learning-Teaching Conceptions and Technological Pedagogical Content Knowledge: A Structural Equation Modeling Study

“…Teachers with more comprehensive technological capabilities have the ability to use tools such as word processors, worksheets, browsers, and e-mail, knowledge of computer hardware and operating systems in the context of advanced technologies (Mishra & Koehler, 2006). They also know and have an ability to use instruments such as information and computer networks, digital content, e-books, internet sites, multimedia, Mobil technologies, multitouchable cooperative software, virtual settings with multi-users (Qasem & Viswanathappa, 2016). Eventually, teachers equipping with technology knowledge accomplish a range of diverse tasks using information technology, and develop various ways of achieving a particular task .…”