Development of Technological Pedagogical Content Knowledge through Constructionist Activities

Hosseini, Zahra

doi:10.1016/j.sbspro.2015.04.743

Cited by 8 publications

(8 citation statements)

References 7 publications

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“…This finding supports research related to Technology Knowledge affected positively towards TPK that stated the teachers need to train to use recent technology. It proves that knowledge of technology has a significant effect towards teachers' ability in combining knowledge of technology and pedagogy knowledge in teaching and learning process [6], [16], [17], [23], [24], [27], [28].…”

Section: Resultsmentioning

confidence: 99%

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The Effectiveness of Technology, Pedagogy and Content Knowledge (TPACK) in Learning

Absari

Priyanto

Muslikhin

2020

Jurnal Pendidikan Teknologi dan Kejuruan

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The study examined the factors affected teachers' Technology, Pedagogy and Content Knowledge (TPACK). Those factors are Technology Knowledge (TK), Pedagogy Knowledge (PK), Content Knowledge (CK) and Technology Pedagogy Knowledge (TPK). Curriculum 2013 has been applying for 5 years. However, an evaluation of how does the teacher deliver learning subjects (pedagogy knowledge), and the implementation of subject mastery (content knowledge) and technology mastery (technology knowledge) is strongly suggested. The study was quantitative with an associative method involving 200 teachers in Salatiga region as samples drawn with simple random sampling. The results of the study showed that PK has a positive effect on TPACK, while TK and CK do not have a positive effect on TPACK. Furthermore, TK, TPK, PK have positive effects on TPK, and TPK has a positive effect on TPACK. This study also suggested that age influences the development of technological knowledge and if one of the knowledge is not possessed by a teacher, the learning process will achieve maximum outcomes.

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Section: Resultsmentioning

confidence: 99%

“…Furthermore, Hosseini revealed strong evidence that constructionism could help facilitate the development of TPACK. However, by emphasizing effective technology use, further research is needed to track the participants to know how they transfer TPACK into practices in a real classroom [17].…”

Section: Introductionmentioning

confidence: 99%

The Effectiveness of Technology, Pedagogy and Content Knowledge (TPACK) in Learning

Absari

Priyanto

Muslikhin

2020

Jurnal Pendidikan Teknologi dan Kejuruan

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“…Contructivism relies on knowledge achieved based on experience. However, Dewey, Vygotsky and Piaget claimed that the good teacher carefully considers learners' ideas that stem from previous learning experience closely related to other external factors related to sociocultural environment, in order to incentivize them understand previous existing knowledge and continue their learning journey by constructing new knowledge artifacts and gaining new learning experience (Hsiu-Mei Huang, 2002, p.27-37;Hosseini, 2015).…”

Section: Constructivismmentioning

confidence: 99%

A Short Paper about Fundamental Pedagogical Concepts of Constructivism Theory in Relation to TPACK Framework

Triantafyllou

2024

ICATE

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The influence of constructivism as a pedagogical theory is mainly concentrated on adult education. Its main concepts stem from significant conclusions coming from other theories related to pedagogical and philosophical school practice. The key point is that knowledge is the desired learning outcome that can be accomplished through active learning participation which is closely related to construct. Also, some basic ideas of constructivism rely on idea-based interactions and ideas produced by learners. Certain aspects of the above-mentioned theory in learning and teaching seem to be very helpful for learners to develop their ideas and achieve learning outcomes. The basic aim of this paper is to examine the influence of Constructivism on adult education by utilising Technological Pedagogical Content Knowledge Framework’s (TPACK) dimensions in learning and teaching everyday practice. A mixed method analysis was conducted which contains a theoretical analysis, and experimentation through a quiz game. Our experimental approach through the quiz game was to study Newtonian physics and specifically the Law of Gravitation and the 2nd Law of Motion, finding that the mass terms cancel, and ending up making a prediction that all objects fall at the same rate. The experiment would then involve verifying the prediction and explaining any deviations from the prediction in terms of the intuitive idea of air resistance. The findings showed that students after answering the quizzes of the quiz game, were able to discuss their results using logical argument as opposed to when they did the experiment before the theory and their discussion was little more than guesswork. Thus, we could see how students performed on each question and use that information to figure out what needs to be readdressed or retaught.

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“…This knowledge requires a deep understanding of the representation of concepts using technological and pedagogical techniques (Mishra & Koehler, 2006). TPACK is widely known by scholars and administrators and it is discussed in numerous studies (Hosseini 2015a(Hosseini , 2015b(Hosseini , 2016Sintawati & Abdurrahman, 2020;Wijaya, 2020). Nevertheless, utilizing the TPACK framework for integrating pedagogy into technology, in order to design digital services, is a new paradigm.…”

Section: Integrating Pedagogy Into Technologymentioning

confidence: 99%

Integration of Pedagogy Into Technology: A Practical Paradigm

Hosseini¹,

Kinnunen²

2021

Education and New Developments 2021

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Technology, with its rapid growth and vast impacts on all areas of human life, has increased well-being and facilitated daily tasks in our private life as well as in business and marketing, medical and healthcare services, and education. The global Covid-19 pandemic has shown the importance of Internet and technology to keep businesses running and reduce the problems emerging from social distancing and even saving lives through healthcare systems; likewise, educational systems speeded their technological facilities to run and develop normal educational activities. Although many studies had already acknowledged the necessity of using technology in education, the lack of facilities and knowledge of using technology in educational systems was reported in the beginning of the pandemic. The pandemic pushed educational systems to integrate technology into pedagogy by facilitating information transfer and communication. However, the challenge of enhancing the quality of information is still prevalent. This paper focuses on a bilateral necessity of integration of pedagogy and technology: while the potential of technology in educational systems is widely acknowledged, the practical usage of learning theories and pedagogical principles in designing digital services is far from a completed mission. Many user-experience (UX) studies determine technological, behavioral, social, and motivational factors to promote user-centric design to enhance the quality of content, while limited attention is given to pedagogical factors. We introduce integration of pedagogy into technology as a new paradigm in user-centric design, not only in the educational system but also in a general context. Mishra and Koehler (2006) introduced integration of technology into pedagogy (TP) through the Technological Pedagogical Content (TPACK) framework as required knowledge for teachers. This paper employs the TP concept in a broader context of Technological Pedagogical Content Design (TPCD), which utilizes the pedagogical element in the user-experience based practice to develop a user-centric design approach.

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Development of Technological Pedagogical Content Knowledge through Constructionist Activities

Cited by 8 publications

References 7 publications

The Effectiveness of Technology, Pedagogy and Content Knowledge (TPACK) in Learning

The Effectiveness of Technology, Pedagogy and Content Knowledge (TPACK) in Learning

A Short Paper about Fundamental Pedagogical Concepts of Constructivism Theory in Relation to TPACK Framework

Integration of Pedagogy Into Technology: A Practical Paradigm

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