Introducing IWB to preservice mathematics teachers: An evaluation using the TPACK framework

Gonzales, Gamaliel; Gonzales, Roselyn

doi:10.18844/cjes.v16i2.5619

Cited by 9 publications

(9 citation statements)

References 22 publications

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“…Secondly, the perceived interactivity and quality of the online learning system significantly explains the students' belief to perform better and, consequently, add to their willingness to use the system. This supports the findings that higher education students are still abreast of digitizing their activities despite being challenged by technological infrastructure in developing economies and actively aspire to develop their technological knowledge (Gonzales and Gonzales, 2021 ). The clear advantage of system interactivity and quality is that it allows a consolidated variety of information combined.…”

Section: Implicationsupporting

confidence: 81%

An Extended UTAUT Model to Explain Factors Affecting Online Learning System Amidst COVID-19 Pandemic: The Case of a Developing Economy

Batucan

Gonzales

Balbuena

et al. 2022

Front. Artif. Intell.

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From a developing country perspective, this study explains the factors affecting online learning amidst the COVID-19 pandemic. The paper empirically tests the proposed extended unified theory of acceptance and use of technology (e-UTAUT) model in the students' intention and use behavior toward the online learning system. Understanding the acceptance of online learning technology is crucial, especially among developing countries caught off-guard by the abrupt transition of face-to-face classes to pure online learning. The enjoyment, interactivity, flexibility, and quality of online learning systems were added as antecedent variables to the UTAUT model. Eight hundred eighty valid responses from selected college students in the Visayas regions, Philippines, were collected. Structural equation modeling (SEM) was employed to verify the research hypotheses. The results supported the proposed model with acceptable fit measures and substantial explanatory power. The extended constructs provide different views on online learning based on the significant cluster of antecedents to explain technology acceptance through behavioral intentions and actual system usage. The paper implies that despite the challenges of connectivity in developing countries, the variations still conform with emerging literature about the topic. Insights for higher education institutions and policy directions are recommended.

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Section: Implicationsupporting

confidence: 81%

An Extended UTAUT Model to Explain Factors Affecting Online Learning System Amidst COVID-19 Pandemic: The Case of a Developing Economy

Batucan

Gonzales

Balbuena

et al. 2022

Front. Artif. Intell.

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“…Researchers have also attempted to employ several instruments in a single study to gain a better understanding of TPACK (Assadi & Hibi, 2020;Deng et al, 2017;Gonzales & Gonzales, 2021;Hofer & Grandgenett, 2012), resulting in more codes than the total number of studies. As seen in the tables, TPACK related research has grown in number.…”

Section: Resultsmentioning

confidence: 99%

Trend of Technological Pedagogical Content Knowledge (TPACK) for Pre-service Science Teacher: A Historical Review

Putri

Sulaeman

Putra

2022

JPF

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Technological pedagogical content knowledge (TPACK) is critical for effective technology-enhanced education and has been increasing for several years. This research aims to provide a historical overview of TPACK-related studies for pre-service teachers, particularly those in the science department. The databases held 143 papers from 2012 to 2022, which were reviewed in four steps: identification, screening, eligibility, and inclusion, yielding 44 noteworthy articles on TPACK research. The meta-analysis design was utilized in the study, with the parameters of the study's purpose, method/design, sample, data collection, and location. According to the data, most studies measure pre-service teachers' TPACK using a variety of techniques and samples. And recently, the quantitative method has grabbed the lead. TPACK studies have grown in quantity over time, with the emphasis on measuring and enhancing pre-service teachers' TPACK. Despite the fact that the trend is increasing, the Indonesian context is still rare, and this study suggests that additional research into the TPACK environment in Indonesia is essential.

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“…Digital technologies have emerged as vital tools in mathematics education during the post-pandemic era (Khong et al, 2023). In the mathematics classroom, many teachers leverage interactive whiteboards to represent mathematical concepts, enhancing student understanding visually (Gonzales & Gonzales, 2021). Additionally, a wide range of mathematics software, the Internet resources, AI, and digital devices are being utilized to enrich the quality of mathematics lessons and facilitate students' learning of mathematical knowledge and skills (Caniglia & Meadows, 2018;Sun et al, 2023).…”

Section: Discussionmentioning

confidence: 99%

Development and validation of the secondary mathematics teachers’ TPACK scale: A study in the Chinese context

Li,

Noori,

2023

EURASIA J Math Sci Tech Ed

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This study aimed to develop and validate the secondary mathematics teachers’ technological pedagogical and content knowledge (TPACK) scale (SMTTS) to assess the knowledge domains of TPACK framework among secondary mathematics teachers in China. SMTTS was designed to be subject-oriented and culturally relevant, addressing the specific needs and context of mathematics education in China. Data were collected using a web-based questionnaire from secondary mathematics teachers in Chongqing Jiulongpo District. Exploratory and confirmatory factor analyses were conducted to assess the reliability and validity of the scale. The findings demonstrated that SMTTS exhibited strong reliability and validity, supporting its use as a robust measurement tool for assessing secondary mathematics teachers’ TPACK. The scale demonstrated good psychometric properties, including satisfactory factor loadings, internal consistency, and model fit indices. The development of SMTTS contributes to the field by providing a precise and reliable instrument that can inform the design of targeted professional development programs and guide policy decisions regarding technology integration in mathematics education. This study has theoretical and practical implications. SMTTS addresses the need for a subject-specific and culturally relevant assessment tool for measuring TPACK in mathematics education. It acknowledges mathematics teachers’ unique challenges in integrating digital technologies into their instructional practices. The scale’s development and validation process incorporated considerations of the Chinese educational context, enhancing its relevance for practitioners and researchers in China. SMTTS can facilitate the identification of areas for improvement in teachers’ TPACK and guide the implementation of tailored interventions and support initiatives.

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Introducing IWB to preservice mathematics teachers: An evaluation using the TPACK framework

Cited by 9 publications

References 22 publications

An Extended UTAUT Model to Explain Factors Affecting Online Learning System Amidst COVID-19 Pandemic: The Case of a Developing Economy

An Extended UTAUT Model to Explain Factors Affecting Online Learning System Amidst COVID-19 Pandemic: The Case of a Developing Economy

Trend of Technological Pedagogical Content Knowledge (TPACK) for Pre-service Science Teacher: A Historical Review

Development and validation of the secondary mathematics teachers’ TPACK scale: A study in the Chinese context

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