Developing and validating technological pedagogical content knowledge‐practical (TPACK‐practical) through the Delphi survey technique

Abstract

Technological pedagogical content knowledge TPACK refers to the knowledge set that teachers currently use to further improve the quality of their teaching and assist their students in learning. Several TPACK models have been proposed, either for discussing TPACK's possible composition or its practical applications. Considering that teachers' practical experiences should also be critical to the development of those teachers' knowledge, this study invited a research panel (six researchers) and an expert panel (54 science‐related educators) to propose and validate the framework of TPACK‐practical. After two rounds of anonymous communications that followed Delphi survey techniques, a total of eight dimensions of TPACK‐practical and corresponding indicators were identified and rated as having high levels of importance. Among these knowledge dimensions, the knowledge of direct information and communication technology uses for enhancing teachers' professionalism and students' conceptual comprehension was rated with a high level of importance. Also, disciplinary differences were found to exist between the different groups of experts. Biology teachers showed significantly higher ratings across all knowledge dimensions, whereas physics teachers' ratings were comparatively low. Such findings suggest that the structure and content of subject matter shapes not only the way they teach with technology but also the thinking logics they build longitudinally from their learning experiences.

TPACK in action: A study of a teacher educator’s thoughts when planning to use ICT

“…For example, some researchers used observations to explore how teachers' knowledge of and confidence in the TPACK domains develops over time (Jang, 2010;Niess, vanZee, & Gillow-Wiles, 2010). Study of the development of TPACK knowledge and teachers' confidence shows that the researchers assumed TPACK to be a predeveloped unique body of knowledge viewing it as transformative (Angeli & Valanides, 2015;Jang & Tsai, 2012;Yeh, Hsu, Wu, Hwang, & Lin, 2014). This aspect is similar to what we observed in selfreporting survey studies.…”

El Método Delphi en La Investigación Actual en Educación: Una Revisión Teórica Y Metodológica

“…En estos tópicos se identifican dos categorías temáticas, a saber: tecnología educativa (Porta et al, 2012;Snelson, Rice y Wyzard, 2012;Plesch et al, 2013;Janssen et al, 2013;Cabero, 2014;Shaikh y Khoja, 2014;Yeh et al, 2014) y educación superior-profesorado universitario (García-Aracil y Palomares-Montero, 2012;Huisman, Boer y Botas, 2012;Lohse, Kunina y Kunter, 2013;Cabero, 2014;Shaikh y Khoja, 2014;Maxey y Kezar, 2015).…”

Attitudes among chemistry teachers towards increasing personal competencies in applying ICT

“…Teaching experience and gender were also confirmed to be the factors affecting the TPACK among Science teachers from secondary schools by the following study [60]. The ways teachers think of and use technology to improve teaching Science may be significantly affected also by the structure and content of a given subject [49]. In their study, Koh and Chai [41] observed that teachers who were more confident in their pre-course TPACK deepened the correlation between their Content Knowledge and TPACK during the course.…”

“…Other TPACK-based interpretations of the model and theoretical frameworks were created in the literature, such as Technological Learning Content Knowledge (TPLK), dealing with the use of technology in the teaching and learning process from the students point of view [47] the TPACK-practical, perceiving the teaching process as the basis upon which application knowledge (teaching experience) and TPACK skills work together [36,48,49]; the ICT-TPCK for the integration of tools and their affordances into the teaching process [50]; the TPCK-W for the integration of web technologies into pedagogical practice [51]; the TPACK-deep based on generic pedagogical strategies in terms of pedagogical and content knowledge [52] the teaching model titled TPACK Comprehension, Observation, Practice and Reflection (TPACK-COPR) [53]; the giving-prompting-making model, explicating the relationship between the PCK and the technology within the social studies classroom [40]; the Electronic Pedagogical Content Knowledge (ePCK), emphasizing pedagogical practices specific to the educational technology [54]; the Technological Pedagogical Science Knowledge (TPASK), intended for the professional development of Science teachers [55]; the ICT-Enhanced Teacher Development Model (ICTeTD), dealing not only with the knowledge base of the teaching process, but also with the development of teachers, and comprising all activities of a teacher of a particular subject, such as lesson planning, classroom instructions, evaluation, revaluation, and curriculum development [56], whereas this model was also applied to the professional development of Chemistry teachers [57].…”