Examining teachers’ technological pedagogical and content knowledge in the era of cloud pedagogy

Hsu, Liwei; Chen, Yen‐Jung

doi:10.15700/saje.v39ns2a1572

Cited by 19 publications

(22 citation statements)

References 39 publications

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“…Esta adaptación del modelo TPACK, lleva consigo 5 constructos en total. Incorpora el conocimiento del contexto y el conocimiento del alumno (Hsu y Chen, 2019). También se ha encontrado otras derivaciones de TPACK, lo que nos pone en evidencia la flexibilidad de este, para responder a las necesidades.…”

Section: Trabajos Relacionadosunclassified

El modelo de aprendizaje TPACK y su impacto en la innovación educativa desde un análisis bibliométrico

Paredes

Inga

2021

IRJ

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El TPACK sintetiza los conocimientos que se espera que el docente deba tener a la hora del proceso de enseñanza-aprendizaje. Esta investigación contextualiza el Conocimiento del Contenido Pedagógico Tecnológico (TPACK), a la vez que presenta una revisión y un análisis sistemático de la bibliografía hallada a nivel regional y mundial en las bases de datos Web of Science y Scopus entre los años 2016 y 2020, en el cuál hemos considerado los criterios de mayor número de citas y artículos más relevantes dentro de la búsqueda general con la palabra clave TPACK. De igual forma hemos nutrido este análisis con datos estadísticos provenientes de la Organización para la Cooperación Económica y el Desarrollo (OECD). Los métodos usados para la investigación han sido el método Histórico-Descriptivo y el método Analítico-Sintético. En consecuencia, como fruto de este hemos identificado los problemas o variables más comunes dentro de la aplicación del modelo del TPACK y las (posibles) soluciones o consideraciones planteadas desde las investigaciones con las que se alimenta este estudio lo que constituye un punto de partida para analizar la implementación de TPACK.

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Section: Trabajos Relacionadosunclassified

El modelo de aprendizaje TPACK y su impacto en la innovación educativa desde un análisis bibliométrico

Paredes

Inga

2021

IRJ

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“…For example, Angeli and Valanides [14] pointed out that the TPACK framework does not consider factors other than technology, content, and teaching knowledge, which may lead to errors in designing integrated instruction. Therefore, Hsu and Chen [15] suggested that scholars include more variables in the TPACK framework to provide a better picture of technology-based education's ever-changing landscape. They developed their own framework-TLPACK-from studies that had developed the TPACK [8], ICT-TPCK [14] and TPACK-XL [16] frameworks.…”

Section: Tlpackmentioning

confidence: 99%

“…This is because today's students' communication and learning styles are dramatically influenced by the increasingly digital environment in which they were brought up [13]. However, previous studies on teachers' TPACK predate the pandemic and have not considered later knowledge about learners and context [14][15][16]. Hsu and Chen [15] proposed to include these two factors and build the technology, learners, pedagogy, academic discipline content, and context knowledge (TLPACK) model, which is based on TPACK [8], with additional information communication technologies-technological pedagogical content knowledge (ICT-TPCK) [14], and education technology, pedagogy and didactics-academic subject-matter discipline, educational psychology and educational sociology knowledge (TPACK-XL) [16], to explore the types of knowledge that teachers at various levels should equip themselves with in detail.…”

Section: Introductionmentioning

confidence: 99%

“…However, previous studies on teachers' TPACK predate the pandemic and have not considered later knowledge about learners and context [14][15][16]. Hsu and Chen [15] proposed to include these two factors and build the technology, learners, pedagogy, academic discipline content, and context knowledge (TLPACK) model, which is based on TPACK [8], with additional information communication technologies-technological pedagogical content knowledge (ICT-TPCK) [14], and education technology, pedagogy and didactics-academic subject-matter discipline, educational psychology and educational sociology knowledge (TPACK-XL) [16], to explore the types of knowledge that teachers at various levels should equip themselves with in detail. Scholars have advised teachers to tailor their teaching strategies to students' characteristics [17] and suggested that these characteristics will impact online education during the COVID-19 pandemic [18].…”

Section: Introductionmentioning

confidence: 99%

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Understanding the Difference of Teachers’ TLPACK before and during the COVID-19 Pandemic: Evidence from Two Groups of Teachers

Chen

Hsu

2021

Sustainability

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The COVID-19 outbreak has suddenly changed the landscape of education worldwide. Many governments have moved education completely online, with the idea that although schools are shut, classes can continue; however, the question regarding whether teachers are prepared for this massive shift in educational practice remains unanswered. This study addresses this issue through the lens of teachers’ technology, learners, pedagogy, academic discipline content, and content knowledge (TLPACK). Two groups of 250 teachers (n = 500) who teach various levels of students participated in a two-phase survey. The phases of the survey took place in 2017 and 2020 (i.e., before and during the COVID-19 pandemic). Participants answered 38 reliable and valid questions about TLPACK to address three research questions, and the collected data were subjected to frequentist and Bayesian statistical analysis. The analysis indicated that teachers’ TLPACKs were significantly different before and during the COVID-19 pandemic. This study revealed significant correlations among teachers’ TLPACK constructs and found that, among these constructs, the strongest relationship was that between learner knowledge (i.e., knowledge about the learners) and pedagogy knowledge. The study ends by reflecting on our findings’ implications, especially since the COVID-19 pandemic continues to have significant altering effects on both education and society at large.

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“…In contrast, studies that consider the teaching dimension are scarce [25]. Therefore, it is necessary to determine the impact of digital resources and the professional development of mathematics teachers through technology [31] and establish constructs that measure their technological pedagogical knowledge [48].…”

Section: Ict In the Teaching Of Mathematicsmentioning

confidence: 99%

The Training and Use of ICT in Teaching Perceptions of Melilla’s (Spain) Mathematics Teachers

et al. 2020

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Currently, information and communication technology (ICT) has acquired an important role in education. The incorporation of ICT by mathematics teachers has been a challenge as it requires an improvement in their knowledge of the use of new technologies. We aimed to examine the most relevant items of the indicators related to teaching mathematics and ICT, to estimate the relationships between teachers individually and by clusters, and to analyze the incidence of age variables, teaching experience, and gender in this study. A total of 73 high school teachers were included in this cross-sectional study. A validated questionnaire was used to assess mathematics and teaching practice, use, resources, and domain of ICT. Principal component analysis (PCA) was applied to determine the associations among variables of the present study. The application of ICT to teaching was associated with the use of ICT resources in the classroom and indicated that teachers made more choice in selecting a variety of software than electing different hardware devices. Teachers combined technology with educational platforms to improve student learning in mathematics. The general perception of mathematics teachers about their digital competence does not match with models employed in the classroom. Gender was not an influencing factor.

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Examining teachers’ technological pedagogical and content knowledge in the era of cloud pedagogy

Cited by 19 publications

References 39 publications

El modelo de aprendizaje TPACK y su impacto en la innovación educativa desde un análisis bibliométrico

El modelo de aprendizaje TPACK y su impacto en la innovación educativa desde un análisis bibliométrico

Understanding the Difference of Teachers’ TLPACK before and during the COVID-19 Pandemic: Evidence from Two Groups of Teachers

The Training and Use of ICT in Teaching Perceptions of Melilla’s (Spain) Mathematics Teachers

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