Designing and implementing an integrated technological pedagogical science knowledge framework for science teachers professional development

Jimoyiannis, Athanassios

doi:10.1016/j.compedu.2010.05.022

Cited by 290 publications

(199 citation statements)

References 26 publications

Supporting

Mentioning

138

Contrasting

Unclassified

Order By: Relevance

“…In organising teacher professional development arrangements, several approaches were deemed effective. These include inquiry learning approach [8], [9], peer-coaching [10], authentic learning approach [11]- [13], project-based approach [14]- [17], problem-based learning approach (PBL) [18], and learning activity types [19]. Most of these approaches could help teachers develop TPACK and its knowledge domains and, in some studies, contribute to teachers' positive experiences.…”

Section: B Approachesmentioning

confidence: 99%

In-Service Teacher Professional Development Arrangements for Technology Integration: Some Critical Considerations

Ansyari¹

2013

IJEEEE

View full text Add to dashboard Cite

show abstract

Section: B Approachesmentioning

confidence: 99%

In-Service Teacher Professional Development Arrangements for Technology Integration: Some Critical Considerations

Ansyari¹

2013

IJEEEE

View full text Add to dashboard Cite

show abstract

“…Bununla birlikte Şekil.1'de görüleceği üzere yayın trendinden de konuya olan ilginin artmasına yönelik beklentileri karşılayan bir nicel yayın artışı gözlenmektedir. Mishra ve Koehler (2006) tarafından tanımlanan TPAB tanımına benzer şekilde teorik çerçeve, farklı araştırmacılar tarafından içerdikleri konular açısından benzerlik gösteren bir yapıda ele alınmıştır (Angeli ve Valanides, 2009;Jimoyiannis, 2010;Lee ve Tsai, 2010;Yeh vd., 2015;Yurdakul vd., 2012).…”

Section: Introductionunclassified

Scientometric Analysis of the Researches About Technological Pedagogical Content Knowledge and Scholarly Communication

Yalçın

Yayla

2016

View full text Add to dashboard Cite

“…In addition, according to studies about technology integration the factors such as technical knowledge of teachers regarding the technology to be used, their expectations about the benefits of this technology for educational processes, their interest for and attitude toward technology, and their knowledge and concerns about technology use affect teachers' adoption of the process (Ertmer, 2005;Hew & Brush, 2007;Jimoyiannis, 2010;Kopcha, 2012;Marwan & Sweeney, 2010;Mishra & Koehler, 2009;Windschitl & Sahl, 2002;Yildirim, 2007). Therefore, to overcome those obstacles teachers are required to keep themselves up to date in their field.…”

Section: Ict Teachingmentioning

confidence: 99%

ICT Teachers’ Professional Growth Viewed in terms of Perceptions about Teaching and Competencies

Çakır

Yıldırım

2013

JITE:IIP

View full text Add to dashboard Cite

Executive SummaryTechnology integration into the classroom has a major role in creating rich learning and teaching environments. It is obvious that the success of the effective use of technology in classrooms highly depends on Information and Communication Technology (ICT) teachers who are responsible for integrating technology and mentoring other teachers in using it successfully. However, it is unclear how ICT teachers play a role for the achievement of the integration process and what challenges they experience during this process. The purpose of this study is, therefore, to portray the professional growth of ICT teachers in terms of their perceptions of teaching and their competencies in the Turkish elementary education system. Data was obtained from 104 (55 female, 49 male) ICT teachers. The quantitative data analysis was supplemented with a qualitative analysis to get a better understanding of the professional growth among in-service ICT teachers. Results showed that despite their positive self-perceptions of competence, ICT teachers faced difficulties such as classroom management, number of students, and hardware-software issues regarding the effective use of technology, especially cutting edge technology, in the classroom. According to teachers, the ability to integrate technology in the classroom was negatively affected by time limitations, poor design of Information Technology (IT) class, lack of flexibility in their roles as teachers, overcrowded classes, and classroom management issues. Finally, this study looked at ICT teachers' opinions regarding factors that encourage/discourage them from working in schools. The results of this study also shed light on the awareness of the significance of integrating technology into their teaching and learning activities.

show abstract

Designing and implementing an integrated technological pedagogical science knowledge framework for science teachers professional development

Cited by 290 publications

References 26 publications

In-Service Teacher Professional Development Arrangements for Technology Integration: Some Critical Considerations

In-Service Teacher Professional Development Arrangements for Technology Integration: Some Critical Considerations

Scientometric Analysis of the Researches About Technological Pedagogical Content Knowledge and Scholarly Communication

ICT Teachers’ Professional Growth Viewed in terms of Perceptions about Teaching and Competencies

Contact Info

Product

Resources

About