TPACK in mathematics teacher education: Are teachers ready to teach for ICT literacy?

Abstract

TPACK is an effective combination of technological content knowledge, pedagogical knowledge, and content knowledge to understand the understanding of how the structure, representation, and adaptation of a topic, problem, and content are adapted according to the interests, technology, and abilities of teachers and presented in teaching. Mastery of teachers’ ICT literacy is not possible without the TPACK that underlies the use of ICT. This article employed the relationship between TPACK and ICT literacy among Indonesian Mathematics Teachers in Senior School background. This research used a quantitative approach which focused on the survey as the chosen research design. The research procedures: 1) finding factor analysis of each construct; TPACK and ICT literacy with Exploratory Factor Analysis; 2) constructs the instrument by Confirmatory Factor Analysis to get a fit model; 3) structural Equation Model for the relationship between TPACK and ICT literacy. The model criteria obtained the fit index test; Chi-Square, Chi-Square/df TLI, CFI, NFI, and RMSEA. The results of the study revealed that the TPACK construct consisted of 7 valid sub-constructs and ICT literacy consisted of 4 valid sub-constructs. Whereas, the analysis of the data shows a significant relationship between TPACK and ICT literacy with a strong contribution significant relationship between TPACK and ICT literacy (β = .566).

Ready for Online? Exploring EFL Teachers’ ICT Acceptance and ICT Literacy During COVID-19 in Mainland China

“…Another aspect for ICT readiness is ICT literacy, a "measure of an individual's ability to use digital technology", which focuses on a set of skills using a range of technologies (Mac Callum et al, 2014, p. 9). TPACK model echoes this concept and has become more frequently adopted in the research on ICT literacy (see, e.g., Tondeur et al, 2020;Yanuarto et al, 2021). Besides, while TAM is a technocentric model for ICT acceptance, TPACK supplements the understanding of teachers' ICT use with more pedagogical concerns of teachers' ICT knowledge (Harris et al, 2009), which concords with the subject-specific standpoint of the research questions.…”

Personal Characteristics and Academic Staff Teaching Adjustment to the New Normal: The Case of a Public University in Nigeria

“…This factor was considered when nations urgently switched to electronic learning (e-learning) as an emergency protocol early in the pandemic. Due to the importance of the subject, many have shown a keen interest in assessing the ICT literacy of academic staff (Hafifah & Sulistyo, 2020;Li, 2021;Nugroho Yanuarto et al, 2021b, 2021a. However, the topic has received inadequate attention from developing nations such as Nigeria.…”

Analysis of Grade Difference of TPACK Among Teacher-Oriented Students of Mathematics in Qinghai-Tibet Plateau Area

“…In order to explore whether the reasons for the significant grade difference of TPACK are caused by the different influence ways of the five factors in the questionnaire, the structural equation model is used to study the relationship between the influencing factors and the TPACK of the teacher-oriented students of mathematics in different grades. [5][6][7]…”