Impact of technological pedagogical content knowledge on teachers’ digital proficiency at classroom in higher education institution of Pakistan

Aslam, Rabia; Khan, Najmonnisa; Asad, Muhammad Mujtaba; Ahmed, Ushaque

doi:10.1108/itse-11-2020-0222

Cited by 12 publications

(9 citation statements)

References 22 publications

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“…Furthermore, the findings by Aslam et al (2021) revealed that ICT integration enhances the quality of the teaching-learning process and found a significant correlation between teachers’ technological pedagogical and content knowledge (TPACK) and their technological competencies. In addition, Abbasi et al (2021) identified positive attitudes of teachers toward applying technology in their instructional practices and identified a significant association between technology use with their technological competencies.…”

Section: Resultsmentioning

confidence: 96%

Teachers’ Perceptions of Technology Integration in Teaching-Learning Practices: A Systematic Review

et al. 2022

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The rapid expansion of the Information and Communication Technologies (ICTs) has transformed learners into digital learners, requiring teachers to integrate technology into their pedagogical approaches, where teachers’ attitudes, technological knowledge, and skills play a significant role in its effective integration. From this perspective, the current study presents teachers’ perceptions regarding technology integration in their teaching-learning practices at all educational levels in light of the previous studies performed in the last 5 years in Pakistan. The findings reveal that teachers exhibit positive perceptions regarding technology integration in teaching-learning practices. They believe that technology-incorporated teaching assists them in enhancing their instructional practices effectively, making the learning process exciting and interactive, and keeping learners motivated. Regarding barriers, the slow speed of the internet, load shedding, lack of infrastructure, online teaching experience, and training were reported as the main obstacles that hinder teachers from effective integration of ICT into their teaching practices. Accordingly, the study findings suggest that concerned authorities should set clear and effective policies to make efficient use of ICT by allocating a sufficient budget and ensuring all necessary facilitation (e.g., ICT infrastructure, tools, software, internet, and labs) in all educational institutions. Furthermore, particular attention should be devoted to supplying adequate opportunities for the career development of teachers in developing technological competencies, which help them successfully use ICT in their instructional practices.

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Section: Resultsmentioning

confidence: 96%

Teachers’ Perceptions of Technology Integration in Teaching-Learning Practices: A Systematic Review

et al. 2022

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“…Conventional teaching methods that position the teacher as the central figure in learning are a primary reason for the low application of critical thinking values. The domination of teacher lectures during learning sessions, through continuous speaking, indirectly limits the time available for learners to develop their critical thinking abilities (Aslam et al, 2021). This evidence suggests that teaching methods in Indonesia are still dominated by conventional approaches, which will hinder students from achieving higher-level thinking processes.…”

Section: The Implementation and Efforts To Encourage Critical Thinkin...mentioning

confidence: 99%

Strategies and Challenges in Encouraging Students' Critical Thinking Skills in Online Learning: A Literature Review

2024

IJFMR

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This article presents a comprehensive literature review on the methodologies and obstacles faced in fostering critical thinking skills among students within the realm of online learning. As digital education platforms become increasingly prevalent, educators and curriculum designers are tasked with the challenge of adapting traditional, interactive critical thinking exercises to virtual environments. This review synthesizes findings from various studies, including empirical research, theoretical analyses, and case studies, to identify effective strategies for promoting critical thinking in online courses. Key strategies highlighted include the use of asynchronous discussion forums to facilitate reflective thinking, the integration of problem-based learning tasks, and the implementation of peer review mechanisms to enhance analytical skills. The review also discusses the challenges encountered in online settings, such as the lack of immediate feedback, reduced social cues, and the potential for cognitive overload due to multitasking. It emphasizes the importance of thoughtful course design, the need for instructor training in online pedagogical methods, and the role of technology in supporting interactive and engaging learning experiences. Finally, the article calls for further research into innovative educational technologies and pedagogies that can better support critical thinking development in online learning environments.

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“…According to Attard et al (2020), learner's achievement can be enhanced by integrating ICTs in two ways. Firstly, students interact with material and perform practically (Lawrence and Tar, 2018;Aslam et al, 2021). Secondly, ICTs develop curiosity among learners to participate in classroom activities and make learning effective and desirable for students (Asad et al, 2020).…”

Section: Literature Review 21 Integration Of Ict In the Classroom Con...mentioning

confidence: 99%

“…(2020), learner's achievement can be enhanced by integrating ICTs in two ways. Firstly, students interact with material and perform practically (Lawrence and Tar, 2018; Aslam et al. , 2021).…”

Section: Literature Reviewmentioning

confidence: 99%

How integration of information and communication technologies impact academic achievement? An empirical study on Sindh education foundation

Rind

Asad

Marri

et al. 2021

JARHE

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PurposeThe purpose of the study was to evaluate the impact of Introduction of Smart Teaching and Learning (INSTAL) project on students' academic achievements in terms of students' science scores. Information and communication technologies (ICT)-based initiative was introduced in Sindh Education Foundation (SEF) schools at District Khairpur, Sindh, Pakistan. The aim of the study was to identify whether science test scores of students have been improved with the use of INSTAL facility at schools or remained the same at SEF-supported schools.Design/methodology/approachThe quantitative research approach has been used in the current study, and within it a quasi-experimental research design was employed. The descriptive (mean, standard deviation) and inferential statistics (independent sample t-test and paired sample t-test) were computed to find the pre- and post-difference in science scores of students. Both primary and secondary data were used. The primary data were gathered through questionnaire from 48 science teachers. Whereas, secondary data of 382 students who used ICT-based facility under INSATL project for two academic years were taken from quality assessment test (QAT) scores conducted by third party in SEF-assisted schools in District Khairpur.FindingsThe findings of the study revealed that the students' science scores improved by 10% in one year and 23% in two years with the use of ICT-based facilities under INSTAL project. Also, it can be concluded from the results that ICT has a positive as well as statistically significant impact on students' science learning by using INSTAL facility in schools. Results of the study show that students' level of interest toward learning science has been enhanced by the use of ICT.Practical implicationsAs the world is rapidly moving toward digitalization, the modes of teaching and learning have been changing. ICT plays a very significant role in the betterment of education. ICT helps to achieve socio-economic development of a country. However, Pakistan, being a developing country, has not that much resources, and ICT-based learning is not common in Pakistan. Therefore, it is very important to be aware people about the usage of technology in teaching and learning. The present study is an attempt to create such type of awareness. Moreover, the current study may be the first kind of study in the context of Pakistan which used TPACK as theoretical framework, and this study may contribute to the body of knowledge in the context of ICT.Originality/valueImplementing ICT-based software for teaching and learning in rural context of Pakistan was a challenging task, but it has brought positive results in terms of student's achievement. This may be the first study that has been conducted in the context of adopted schools of SEF.

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Impact of technological pedagogical content knowledge on teachers’ digital proficiency at classroom in higher education institution of Pakistan

Cited by 12 publications

References 22 publications

Teachers’ Perceptions of Technology Integration in Teaching-Learning Practices: A Systematic Review

Teachers’ Perceptions of Technology Integration in Teaching-Learning Practices: A Systematic Review

Strategies and Challenges in Encouraging Students' Critical Thinking Skills in Online Learning: A Literature Review

How integration of information and communication technologies impact academic achievement? An empirical study on Sindh education foundation

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