Exploring the TPACK of Taiwanese secondary school science teachers using a new contextualized TPACK model

Abstract

Technological pedagogical and content knowledge (TPACK) has been one of the steering theoretical concepts widely employed by researchers in order to examine and develop teachers' knowledge of integrating technology into teaching. Existing research on TPACK shows little about in-service secondary school science teachers' TPACK through a quantitative approach. The purposes of this study were to explore TPACK of secondary school science teachers using a new contextualized TPACK model. Associations between in-service teachers' TPACK and other factors were also examined. The TPACK questionnaire was mailed to secondary schools randomly selected across different parts of Taiwan, and return envelopes were provided for completed questionnaires. There were 1292 science teachers from secondary schools for factor analysis. An independent samples t-test was conducted when there were two groups (i.e., gender) to be compared for TPACK. ANOVA was conducted when there were more than two groups (i.e., science teaching experience) compared for TPACK. The results indicated that secondary science teachers' TPACK was statistically significant according to gender and teaching experience. With the consideration of other TPACK sub-components, male science teachers rated their technology knowledge significantly higher than did female teachers. Experienced science teachers tended to rate their content knowledge and pedagogical content knowledge in context (PCKCx) significantly higher than did novice science teachers. However, science teachers with less teaching experience tended to rate their technology knowledge and technological content knowledge in context (TPCKCx) significantly higher than did teachers with more teaching experience. The study shows how gender and teaching experience were influential factors for secondary school science teachers' TPACK. The research implications of this study are provided along with suggestions.

Attitudes among chemistry teachers towards increasing personal competencies in applying ICT

“…Results of the study by Jang and Tsai [59] showed that a teacher's TPACK is directly related to the amount of their teaching experience. 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].…”

TPACK Self-Efficacy Perceptions of Science Teachers: A Structural Equation Modeling Study

“…Koehler ve Mishra'nın (2009) çalışmaları ile eğitim teknolojilerinin öğretim programları içerisinde entegre edilmesinin etkili öğrenme için önemli bir adım olduğu anlaşılmıştır. Bu durum öğretmenlerin farklı teknolojik araçları kullanmasını ve teknoloji okuryazarlıklarını geliştirmelerini bir zorunluluk haline getirmektedir (Jang ve Tsai, 2013). Bununla birlikte yapılan çalışmalarda öğretmenlerin teknolojiyi eğitim ortamlarında kullanmaya kendilerini hazır hissetmedikleri görülmektedir (Çelik, Şahin ve Aktürk, 2014).…”

Examining the Quality of Technology Implementation in STEM Classrooms: Demonstration of an Evaluative Framework

“…One particularly useful framework relevant for STEM workplace technology application is the Technological Pedagogical Content Knowledge (TPACK) framework (Koehler & Mishra, 2009;Koehler, Mishra, & Cain, 2013;Mishra & Koehler, 2006). TPACK considers how teachers use the unique affordances of technology to transform content and pedagogy for learners (Baran, Chuang, & Thompson, 2011;Jang & Tsai, 2013;Lin, Tsai, Chai, & Lee, 2013). The TPACK framework integrates the dimension of technological knowledge with Shulman's original construct of pedagogical content knowledge (PCK) (Shulman, 1987).…”