Fresh perspectives on TPACK: pre-service teachers’ own appraisal of their challenging and confident TPACK areas

Valtonen, Teemu; Leppänen, Ulla; Hyypiä, Mareena; Sointu, Erkko; Smits, Anneke; Tondeur, Jo

doi:10.1007/s10639-019-10092-4

Cited by 57 publications

(32 citation statements)

References 25 publications

(41 reference statements)

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“…Nonetheless, the integration and development of multiple forms of knowledge in pedagogy, subject matter, and technology are cognitively demanding. Valtonen et al highlighted that preservice teachers had concerns about their pedagogical knowledge and technological pedagogical knowledge, especially among first-year preservice teachers [25]. So and Kim, on the other hand, reported that preservice teachers found it difficult to craft authentic problems to engender student-centric learning [26].…”

Section: Learning By Designing To Develop Teachers' Tpackmentioning

confidence: 99%

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Indonesian Science, Mathematics, and Engineering Preservice Teachers’ Experiences in STEM-TPACK Design-Based Learning

2020

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This paper presents Indonesian preservice teachers’ experiences in designing a Science Technology Engineering and Mathematics-Technological Pedagogical Content Knowledge (STEM-TPACK) learning website. The framework of TPACK was expanded to include all STEM subjects for the synthesis of the theoretical/design framework. The STEM-TPACK framework is further epitomized as a replicable website to support preservice teachers in designing STEM lesson activities. The framework is also employed to examine preservice teachers’ efficacies and experiences in learning how to design the learning website. Thirty-seven second- and third-year Indonesian preservice teachers from science, mathematics, computer science, and engineering backgrounds formed interdisciplinary groups to design the STEM-TPACK website based on the current secondary school curricula. Data were collected from TPACK-STEM questionnaires, interviews, reflective journals, and observation. The preservice teachers’ efficacy for their STEM-TPACK developed significantly, with large effect sizes, after they co-designed the websites. The results also indicate that the preservice teachers faced challenges in communicating their discipline-based content knowledge when developing the STEM projects. Contextualizing and connecting their content knowledge with real-world design challenges was also difficult for them. Consequently, the preservice teachers realized that teaching is a complex matter, especially when they need to integrate the different disciplines for STEM education. However, this was viewed in a positive light for professional development. This study implies that preservice teachers may benefit from learning by design, employing the TPACK framework in the social setting of interdisciplinary STEM communities.

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Section: Learning By Designing To Develop Teachers' Tpackmentioning

confidence: 99%

“…The work of creating a STEMQuest, as illustrated here, involves complex reasoning with heavy reference to students, who were the target users of the design. It is essentially an effort to create contextualized knowledge [24,25].…”

Section: Tpack As a Complex Student Learning-focused Designmentioning

confidence: 99%

Indonesian Science, Mathematics, and Engineering Preservice Teachers’ Experiences in STEM-TPACK Design-Based Learning

2020

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“…General confidence and comfort using technology includes the state of being comfortable in effectively integrating technology into teaching (Hogarty et al 2003). A number of research findings justified that comfort level with technology is associated with technology use (e.g., Valtonen et al 2020; Spiteri and Rundgren 2020; Anderson and Putman 2020). Bebell et al (2004) provided evidence on the positive and moderately strong direct effect of confidence with technology on technology use.…”

Section: Confidence In Using Technology and Technology Usementioning

confidence: 99%

Teachers’ skills to integrate technology in education: Two path models explaining instructional and application software use

Doğan

Dogan

2020

Educ Inf Technol

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The purpose of this study was to examine the effect of technology support, teachers’ confidence in using technology, their beliefs about using technology, and their perceived skills on the use of instructional and application software. The data we used were from 1335 K-12 teachers involved in the Technology Uses and Perceptions Survey (TUPS) study. Teachers were located in 40 different institutions across the state of Florida. According to the findings of this study, the most significant factor in the instructional and application software use of teachers was found as perceived technology skills. Therefore, professional development for perceived skills or technology competencies of teachers might contribute to increasing the instructional or application software use of teachers. In terms of confidence and comfort using technology, they both had direct and positive effects on instructional and application software. Also, the total effect of support from technology specialists for instructional software use is more than application software use. As evidenced by the models developed in this research, teachers’ perceived technology skills for instructional and application software use directly and positively affected their beliefs on usefulness. Our effort to provide more emphasis on the combined effect of a collective set of factors to explain teacher use of technology leads us to address the gaps in the literature on technology use (i.e., the effect of demographic factors and technology availability).

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“…High-quality information communication technology (ICT) has been a vital infrastructure for governments who wish to sustain regular education activities during the pandemic [5]. Although these new technologies create new opportunities for learning, they also present challenges for teachers [6]. Teachers are expected to acquire new content and pedagogy-related knowledge and develop new technical skills to offer effective and meaningful instruction [7,8].…”

Section: Introductionmentioning

confidence: 99%

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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Fresh perspectives on TPACK: pre-service teachers’ own appraisal of their challenging and confident TPACK areas

Cited by 57 publications

References 25 publications

Indonesian Science, Mathematics, and Engineering Preservice Teachers’ Experiences in STEM-TPACK Design-Based Learning

Indonesian Science, Mathematics, and Engineering Preservice Teachers’ Experiences in STEM-TPACK Design-Based Learning

Teachers’ skills to integrate technology in education: Two path models explaining instructional and application software use

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

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