Technological Pedagogical Content Knowledge (TPACK)

Schmidt, Denise; Baran, Evrim; Thompson, Ann D.; Mishra, Punya; Koehler, Matthew J.; Shin, Tae Rim

doi:10.1080/15391523.2009.10782544

Cited by 1,128 publications

(469 citation statements)

References 13 publications

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“…The adapted TPACK instrument described by Jordan (2013) was used to elicit the respective knowledge components from pre-service teachers in the study. This instrument was adapted from the one developed and validated by Schmidt et al (2009) and was used with novice teachers in Australia. The adaptation involved the removal of the focus on the four content areas (literacy, mathematics, science, and social studies) and the replacement of relevant items with context-based items.…”

Section: Methodsmentioning

confidence: 99%

Relationships between Pre-service Teachers’ Social Media Usage in Informal Settings and Technological Pedagogical Content Knowledge

Lau

2018

EURASIA J MATH SCI T

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Social media are increasingly adopted in university administration, teaching, and learning. For pre-service teachers, although there is growing evidence suggesting the effectiveness of educational technology courses in enhancing their technological pedagogical content knowledge (TPACK), relatively little is known about whether and how this knowledge is associated with social media usage (SMU) in informal settings. In this study, the relationships between SMU in informal settings and TPACK among pre-service teachers were investigated. Based on the survey data of a sample of 212 pre-service teachers in Hong Kong, media sharing was found to be a significant positive predictor of technology knowledge and knowledge of teaching with technology, whereas Internet searching and video gaming were not predictive of any component of TPACK. The findings of the study were interpreted in the light of the educational affordances of social media technologies, and their implications for researchers and teacher educators were discussed.

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Section: Methodsmentioning

confidence: 99%

Relationships between Pre-service Teachers’ Social Media Usage in Informal Settings and Technological Pedagogical Content Knowledge

Lau

2018

EURASIA J MATH SCI T

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“…Briefly, TCK deals with how ICT and content influence each other. 6) Technological pedagogical knowledge (TPK) means knowing how numerous technologies can be used in teaching, and understanding that using particular technologies may change how teachers teach in classrooms (Koehler & Mishra, 2008;Schmidt et al, 2009). 7) Technological pedagogical content knowledge (TPACK) integrates knowledge of technology, pedagogy, and content at the same time.…”

Section: Introductionmentioning

confidence: 99%

“…PCK is different for various content areas because it combines content and pedagogy by aiming at developing better teaching practices in specific content areas (Schmidt et al, 2009). 4) Technology knowledge (TK) is continually in a state of change and includes the knowledge about various digital technologies such as computers, internet, mobile devices, interactive whiteboards, digital video, and software applications (Koehler & Mishra, 2008;Schmidt et al, 2009). 5) Technological content knowledge (TCK) refers to the knowledge of how technology can provide affordances for new representations of content areas (Koehler & Mishra, 2008).…”

Section: Introductionmentioning

confidence: 99%

Assessing Pre-service English as a Foreign Language Teachers’ Technological Pedagogical Content Knowledge

Öz¹

2015

IES

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The present research aimed to assess pre-service English as a foreign language teachers' technological pedagogical content knowledge. A total of 76 undergraduate students enrolled in an English language teaching (ELT) program at a major state university in Turkey were recruited in the study and were asked to anonymously complete the Technological Pedagogical Content Knowledge Scale and answered some open-ended questions. The findings revealed a highly developed knowledge of TPACK (Mean > 3.5; 81%). Gender differences were found to be significant with respect to Technological Knowledge (TK) and Pedagogical Knowledge (PK) dimensions with females proportionally having higher TPACK development. The findings of qualitative data analysis also revealed that compared with cooperating teachers, faculty members in the department used more TPACK in a classroom lesson. Thus, these findings contribute to understanding the nature and development of TPACK based instruction among pre-service English teachers, suggesting that the integration of content, pedagogy and technological knowledge into the existing teacher education paradigm and fostering technologically-rich environment for language learners will contribute to quality learning and teaching.

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“…TPACK has attracted growing interest among researchers and has begun to guide efforts to integrate ICTs at various levels of education (Wu, 2013). Numerous experiments have been conducted in higher education and these have been used to design courses and instruments for measuring TPACK (Chai, Ling Koh, Tsai, & Lee Wee Tan 2011;Schmidt et. al., 2009).…”

Section: On Teacher Initial Trainingmentioning

confidence: 99%

Teacher training: technology helping to develop an innovative and reflective professional profile

Hepp¹,

Fernández

García

2015

RUSC. Univ. and Know. Soc.

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Technological Pedagogical Content Knowledge (TPACK)

Cited by 1,128 publications

References 13 publications

Relationships between Pre-service Teachers’ Social Media Usage in Informal Settings and Technological Pedagogical Content Knowledge

Relationships between Pre-service Teachers’ Social Media Usage in Informal Settings and Technological Pedagogical Content Knowledge

Assessing Pre-service English as a Foreign Language Teachers’ Technological Pedagogical Content Knowledge

Teacher training: technology helping to develop an innovative and reflective professional profile

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