Technological Pedagogical Content Knowledge of Mathematics Teachers and the Effect of Demographic Variables

Abstract

With increasing global requirements for the use of technological tools and resources in K-12 settings, there is a need to examine the technological pedagogical content knowledge (TPACK) levels of mathematics teachers because technology use in class may enhance students' engagement and motivation in learning mathematics. Hence, the purpose of this study was to develop and validate a TPACK scale to be used in investigating mathematics teachers' knowledge levels in TPACK components, and investigate if mathematics teachers' TPACK levels differed in terms of gender, teaching experience and level of school. This study is based on survey research design. Data were collected from 202 mathematics teachers in the spring semester of 2016-2017 academic year. MANOVA was used for data analysis. As a result of exploratory and confirmatory factor analysis, the TPACK instrument was developed as a valid and reliable 39-item 5-point Likert scale consisting of six scales: 1. Technological Knowledge, 2. Pedagogical Knowledge, 3. Content Knowledge, 4. Technological Content Knowledge, 5. Pedagogical Content Knowledge and 6. TPACK. The results also revealed that there were significant differences between gender and technological knowledge domain in favor of male teachers. However, it was found that teaching experience and level of school had no significant effect on TPACK domains.

The Practice of Technological Pedagogical Content Knowledge of Teacher Educators in Education Colleges in Myanmar

“…These results were consistent with the findings of Jang and Chang (2016) which showed that there was no significant difference in overall TPACK of physics instructors according to academic degrees but not in line with one of his findings that indicated the statistical significance in overall TPACK according to their teaching experience. Moreover, the result of Ozudogru and Ozudogru (2019) which showed no significant effect on TPACK by the year of teaching experience and significant difference on technological knowledge subscale was consistent with the finding of this study. On the contrary, Akturk and Ozturk (2019) found that professional experience of teachers made a significant difference in their TPACK levels.…”

“…This finding was in line with many findings which reported that there was no significant difference in the overall TPACK of instructors/teachers in terms of gender (Akturk & Ozturk, 2019;Jang & Chang, 2016). In contrast, the result of Ozudogru and Ozudogru (2019) which showed significant differences between gender was not consistent with the result of this study.…”

“…Furthermore, there were studies that tried to determine the factors which influence on teachers' TPACK levels. In addition, the results of many studies uncovered that gender and professional experience of teachers influenced their TPACK levels (Akturk & Ozturk, 2019;Alqurashi, Gokbel, & Carbonara, 2016;Jang & Chang, 2016;Ozudogru & Ozudogru, 2019).…”

TPACK: Technological, Pedagogical and Content Model Necessary to Improve the Educational Process on Mathematics through a Web Application?

“…The TPACK model is a framework of reference that allows the creation of active strategies for teaching and learning through the use of ICT (Chua & Jamil, 2014;Ozudogru & Ozudogru, 2019;Urban, Navarro, & Borron, 2018). Even the use of technological, content and pedagogical knowledge allows the creation of new virtual educational spaces (Brantley-Dias, & Ertmer, 2013;Oster-Levinz, & Klieger, 2010;Phillips, 2016).…”

Review of the Importance of Technological Pedagogical Content Knowledge in Teaching Reading Skills

“…ICT is important to support teaching innovation. This issue has been explained through several other studies, so more attention is given to the role of teachers in technology integration, but technological knowledge alone is not sufficient to enable a teacher to master technology integration in the learning environment (Abbitt, 2011;Eady & Lockyer, 2013;Ozudogru, 2019). The 2013-2025 PPPM clearly states that Malaysia Ministry of Education (KPM) is exploring a range of innovations, particularly in terms of distance learning and self-directed learning that can be used to expand access to high quality teaching irrespective of the skill level or location of students.…”