Surveying in-service preschool teachers' technological pedagogical content knowledge

Abstract

<p>Many teachers are reporting that they need to develop more subject-specific applications of educational technology. However, there seems to have been a lack of theoretical frameworks to guide educators in preparing and developing in-service preschool teacher education in the area of educational technology until the recent emergence of the notion of technological pedagogical content knowledge (TPACK). This study utilizes the TPACK survey to explore 366 Taiwanese in-service preschool teachers' technological pedagogical content knowledge. Exploratory factor analyses of the TPACK survey used in this study yielded six scales: Content knowledge (CK), pedagogical knowledge (PK), pedagogical content knowledge (PCK), technological knowledge (TK), a combined factor of technological pedagogical knowledge and technological content knowledge (TPTCK) and technological pedagogical content knowledge (TPCK), respectively. The exploratory factor analyses indicated adequate reliability and validity of the TPACK survey. The correlation analyses revealed that more senior preschool teachers might show a certain degree of resistance toward technology-integrated teaching environments. Further analyses also showed that the preschool teachers with higher education qualifications tended to have more knowledge of technology use and ICT integration in their teaching environment.</p><br />

Preschool Teachers’ Attitudes toward Internet Applications for Professional Development in Taiwan

“…As stated in earlier studies (Garvis, S., Twigg, D., & Pendergast, 2011;Korkeamaki, & Dreher, 2012;Liang, Chai, Koh, Yang, & Tsai, 2013), perceived usefulness, effectiveness, and behavioral intentions of Internet applications could be important considerations for preschool teachers' professional development. They consider the Internet to be an innovative tool for professional practices to show engagement and empowerment.…”

“…They recognize the Internet as the assistant tool to help young children increase their learning interests and academic performance. Preschool teachers employ the Internet-related applications to teach young children to participate more actively in learning activities (Liang, Chai, Koh, Yang, & Tsai, 2013). The collaborative Internet environment provides a complex union of personal communication and interactive community to meet professional needs for preschool teachers.…”

Examining the Impact of Instructional Technology and Material Design Courses on Technopedagogical Education Competency Acquisition According to Different Variables

“…It has further been observed that educational institutions do not have sufficient technological resources during the preservice teacher training process and that application examples, role models, and motivation for the effective use of technology is lacking (McKenney & Voogt, 2017). Moreover, it has been suggested in the literature that teachers cannot effectively employ ICT unless they are trained (Önkol, Zembat, & Balat, 2011) and therefore they need to be trained in terms of the use and integration of such technologies (Gialamas & Nikolopoulou, 2010;Liang, Chai, Ling Koh, Yang, & Tsai, 2013;McKenney & Voogt, 2017;Yurt & Cevher-Kalburan, 2011). When the increased amount of time in front of screens spent by children is considered, the training of teachers able to employ technology in such a way that children may benefit from it is now much more important than ever.…”

“…Again, the findings reveal that teachers' increased ICT knowledge increases their feelings of self-efficacy in integrating technology (McKenney & Voogt, 2017), highlighting the need for and the importance of teacher training. It has been suggested that since technology in particular has an influential role in every sphere of daily life and plays an inarguable role in children's life (Liang et al, 2013), teachers need to be able to use technology effectively for educational purposes in order to integrate technology into educational practices (Mishra & Koehler, 2006). All things considered, just as integrating technology into education at the preschool and primary school levels has gained critical importance, so too so too has teachers' acquisition of TPACK, especially in the preservice training process, gained vital significance.…”

Lasteaiaõpetajate ja koolieelse lasteasutuse õpetajaks õppivate üliõpilaste hinnangud oma aine-, pedagoogika- ja tehnoloogiateadmistele ning nende teadmiste integreerimisele

“…Kindlasti on otstarbekam käsitada tehnoloogiat pedagoogilise kasutegurina, mitte aga seda üldse vältida (Liang, Chai, Koh, Yang, & Tsai, 2013), sest praegusajal ei piisa lasteaia õppe tegevusteks paberist ja raamatutest (Koolieelse …, 2008;Vinter & Kollom, 2012). Samuti on "Eesti elukestva õppe strateegias 2020" (2014) rõhutatud vajadust rakendada õppimisel ja õpetamisel tänapäevast tehnoloogiat otstarbekalt ja tulemuslikult kõigil haridusastmetel, sh alushariduses.…”