Properties and impacts of TPACK-based GIS professional development for in-service teachers

Oda, Katsuhiko; Herman, Thomas; Hasan, Angela

doi:10.1080/10382046.2019.1657675

Cited by 14 publications

(4 citation statements)

References 37 publications

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“…The TPACK model is used in a variety of important teaching and learning situations, such as foreign languages [14], professional development of teachers for the inclusion of specific software in social science classes [26], inclusion in special education schools for students with visual impairment [27], development of students' emotional intelligence [28] or training through virtual learning environments [29].…”

Section: Introductionmentioning

confidence: 99%

Co-Word Analysis and Academic Performance of the Term TPACK in Web of Science

et al. 2021

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The progress of technology has led to the emergence of new teaching methods, among which Technological Pedagogical Content Knowledge (TPACK) can be found in an attempt to promote the integration of technology and knowledge, combining technology, pedagogy and theoretical content. The aim of this research is to analyze the significance and evolution of the TPACK concept in the publications contained in Web of Science (WoS). The research method chosen is based on bibliometrics, specifically on the analysis of academic performance and on the analysis of co-words. The total number of documents analyzed is 471. The results show that research on TPACK is on the rise, increasing progressively in recent years. The main area of research is education and educational research, with articles, written in English, being the medium used by researchers to present their results. It can be concluded that, although there is an established research base, there is no single line of research. In this case, the main lines of research are “framework-framework-TPACK” and “technology-pedagogy-beliefs”. It can be determined that the studies on TPACK deal with the integration of technological resources and the analysis of their perception in student learning.

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Section: Introductionmentioning

confidence: 99%

Co-Word Analysis and Academic Performance of the Term TPACK in Web of Science

et al. 2021

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“…Another study reported the effectiveness of a oneday professional development program in integrating geographic information systems (GIS) into classes based on the TPACK framework. Middle and high school teachers experienced the use of GIS technically, teaching materials, and GIS for implementing inquiry-based learning (Oda et al, 2020). Studies using the TPACK framework in teaching geology generally focus on problem-based or inquiry-based learning as a PK component.…”

Section: The Need and Originality Of The Studymentioning

confidence: 99%

Fen Öğretmenlerinin TPAB temelli Argümantasyon Uygulamalarıyla Jeoloji Dersi Planlama Performanslarının İncelenmesi

Çoban

KOCAGÜL

Akpınar

et al. 2022

Kuramsal Eğitimbilim

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Bu çalışma jeoloji öğretiminde TPAB temelli argümantasyon uygulamaları tasarlama konusunda fen bilimleri öğretmenlerinin performanslarını ortaya çıkarmayı amaçlamaktadır. Katılımcılarını mesleki gelişim programına katılan 32 fen bilimleri öğretmeninin oluşturduğu çalışmada bütüncül tekli durum çalışması deseni kullanılmıştır. Öğretmenler tarafından kullanılan video vb. tüm materyaller ile Pedagojik Akıl Yürütme Değerlendirme Formu (PADF) veri toplama aracı olarak kullanılmıştır. Ders planları için puanlama rubriği aracılığıyla betimsel analiz, PDAF için içerik analizi yapılmıştır. Bulgular öğretmenlerin TPAB göstergelerini derslerinde kullanma konusunda başarılı olduklarını göstermiştir. Bulgular ayrıca öğretmenlerin mesleki gelişim programında öğrendikleri ile süreç değerlendirmenin iyileştirilebileceğini düşündüklerini ancak ders planlarında değerlendirme için teknoloji kullanmadıklarını ortaya çıkarmıştır. Argümantasyon süreciyle ilgili olarak, öğretmenlerin argümanlarını tek bir çürütücü ile oluşturmaya eğilimli oldukları ve gerekçe kullanamadıkları bulunmuştur. Bununla birlikte, öğretmenler iddia, çürütücü ve destekleyici kaliteleri bakımından yüksek puanlara sahip olmalarına rağmen, veri sunma ve iddiayı gerekçelendirme konusunda bazı problemler yaşamaktadırlar. PADF bulguları, TPAB temelli argümantasyon uygulamalarının bazı açılardan ders planlarını zenginleştirdiğini göstermiştir.

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“…Selain itu, tujuan pembelajaran yang kompleks dapat difasilitasi oleh integrasi teknologi dalam proses pembelajaran (Wijayanti, Astina, & Bachri, 2019). Akan tetapi, implementasi M-Learning pada Geografi memiliki berbagai kendala, utamanya kemampuan guru dalam melakukan pengemasan konten yang kompleks dalam kegiatan pembelajaran (Oda, Herman, & Hasan, 2020). Oleh karena itu, guru membutuhkan sistem yang tepat sebagai alat bantu dalam menerapkan M-Learning melalui mobile context aware systems (MCAS).…”

Section: Pendahuluanunclassified

Implementasi m-learning berbasis Mobile Context Aware System (MCAS) dalam pembelajaran Geografi pada masa pandemi Covid-19

Putra

Islam

Sasmito

et al. 2021

JIHI3S

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Learning during the Covid-19 pandemic caused learning activity to be online and causes student’s boredom in Geography. Therefore, teachers must integrating the technology in learning process, with mobile learning (M-Learning) based on mobile context aware systems (MCAS). The study purpose is to determine student’s opinions about implementation of MCAS based M-Learning during the pandemic. This research is a descriptive qualitative with a mix method approach used collection techniques field research and literature study. The results showed that students had a positive opinion regarding the implementation of MCAS based M-Learning during the pandemic, with an average score of 3.40-3.70 out of 4.00. Pembelajaran pada masa pandemi Covid-19 menyebabkan pembelajaran menjadi online sehingga menyebabkan terjadinya kejenuhan siswa dalam proses pembelajaran Geografi. Oleh karena itu, guru harus mampu mengintegrasikan teknologi dalam pembelajaran, melalui mobile learning (M-Learning) berbasis mobile context aware systems (MCAS). Penelitian ini bertujuan mengetahui opini siswa dalam penerapan M-Learning berbasis MCAS pada masa pandemi. Jenis penelitian ini termasuk kualitatif deskriptif dengan pendekatan mix method serta teknik pengumpulan data berupa penelitian lapangan serta studi kepustakaan. Hasil penelitian menunjukkan bahwa siswa memiliki opini positif terkait implementasi M-Learning berbasis MCAS pada masa pandemi, dengan perolehan skor rata-rata skor 3,40-3,70 dari 4,00.

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Properties and impacts of TPACK-based GIS professional development for in-service teachers

Cited by 14 publications

References 37 publications

Co-Word Analysis and Academic Performance of the Term TPACK in Web of Science

Co-Word Analysis and Academic Performance of the Term TPACK in Web of Science

Fen Öğretmenlerinin TPAB temelli Argümantasyon Uygulamalarıyla Jeoloji Dersi Planlama Performanslarının İncelenmesi

Implementasi m-learning berbasis Mobile Context Aware System (MCAS) dalam pembelajaran Geografi pada masa pandemi Covid-19

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