TPACK + Mathematics: A Review of Current TPACK Literature

Stapf, Karlee; Martin, Barbara

doi:10.5121/ijite.2019.8302

Cited by 8 publications

(8 citation statements)

References 15 publications

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“…Additionally, numerous studies have focused on the performance of prospective teachers and learners using GeoGebra (Chalaune & Subedi, 2020;Stapf & Martin, 2019). Therefore, only limited literature was found on gender differences in terms of TPACK use and skills for the education domain.…”

Section: Discussionmentioning

confidence: 99%

Gender dynamics in GeoGebra integration: In-service mathematics teachers’ development

Marange,

Tatira

2024

EURASIA J Math Sci Tech Ed

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Teachers’ perceptions of integrating educational technologies such as GeoGebra in teaching varied according to gender and these disparities were explored. The pre- and post-technological pedagogical and content knowledge (TPACK) Likert questionnaires were used as data collection instruments. TPACK was also used as the framework underpinning the study. The researchers purposively sampled 22 mathematics secondary teachers from twelve randomly selected schools in one district. Of the 22 selected teachers, 13 were male and nine were female. The researchers adopted a quasi-experimental research design within a quantitative approach and used the descriptive and inferential statistics to analyze and interpret the results. The findings revealed that males ranked their familiarity and experience with several novel technologies higher than did females. There exist gender differences with more male than female teachers showing a greater benefit to most of TPACK components.

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Section: Discussionmentioning

confidence: 99%

Gender dynamics in GeoGebra integration: In-service mathematics teachers’ development

Marange,

Tatira

2024

EURASIA J Math Sci Tech Ed

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“…Although in multiple studies, the TPACK model has been successfully applied (Stapf and Martin, 2019), but still, it is a matter of critique. A number of the basic assumptions of TPACK were questioned by Graham (2011).…”

Section: Pedagogical Content Knowledgementioning

confidence: 99%

“…These criticisms included a lack of agreement on the original definitions of CK, PK and PCK by Shulman, uncertainty about the definition of the new knowledge, and lack of evidence demonstrating interactions between the innovative categories of knowledge. Stapf and Martin (2019) discussed that the information might not be different from each other, and the TPACK model unreasonably over complicates the essence of incorporation of technology in the classroom. Various studies included lesson plan, work samples and success items from teachers to determine the teachers' TPACK (Koehler et al, 2014).…”

Section: Pedagogical Content Knowledgementioning

confidence: 99%

Impact of technological pedagogical content knowledge on teachers’ digital proficiency at classroom in higher education institution of Pakistan

Aslam

Khan

Asad

et al. 2021

ITSE

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Purpose This paper aims to address the relationship of teachers’ technological pedagogical content knowledge (TPACK) and their technology proficiency according to the International Society for Technology in Education Standards for Teachers (ISTE-ST) in public and private universities of Karachi, Pakistan. Design/methodology/approach Quantitative approach with survey research design was used. In total, 520 teachers of public and private universities were selected on the basis of simple random sampling technique. Data was collected through questionnaire distribution. Findings Strong significant correlation was found between teacher’ TPACK and teachers’ technology proficiency, teachers’ ability to engage in professional development and teachers’ ability to promote digital citizenship and responsibilities in students. Originality/value TPACK and ISTE-ST are used for effective teaching. TPACK is used to measure teachers’ ability to integrate technology in their teaching, while ISTE-ST is used to measure the proficiency technology integration. This study is unique as it discusses the relationship of TPACK and ISTE-ST framework in term of teachers’ ability to promote digital citizenship and responsibilities in students and teachers’ ability to engage themselves in professional development program.

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“…As a result, many schools around the globe are investing huge sums of money into technological tools for learner-centered instruction (Humes, 2017;Stapf & Martin, 2019). This measure is not just in developed countries like the United States of America but also in developing countries such as Sub-Saharan Africa (Addico et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

Student-teachers’ technological pedagogical content knowledge preparedness for mathematics instruction

Addico

Ali

Adzifome

2023

JASME

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The study aimed to assess student-teachers preparedness for technological pedagogical content knowledge of Mathematics instruction. The design was the survey, and the sampling technique was the simple random technique. A structured questionnaire was used to collect data to analyze the research questions. The data for research question one was analyzed using means and standard deviations, while we used a One-way Multivariate Analysis of Variance to analyze data for research question two. The results and findings revealed that student-teachers were generally prepared. However, they were more prepared for technological knowledge. This was depicted in the significant differences in preparedness. It was concluded that stakeholders assess the content needs and include mathematical models that address needs, pedagogy, and content knowledge. This finding calls for continuous updates of the mathematics curriculum to ensure comprehensive and effective preparedness.

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TPACK + Mathematics: A Review of Current TPACK Literature

Cited by 8 publications

References 15 publications

Gender dynamics in GeoGebra integration: In-service mathematics teachers’ development

Gender dynamics in GeoGebra integration: In-service mathematics teachers’ development

Impact of technological pedagogical content knowledge on teachers’ digital proficiency at classroom in higher education institution of Pakistan

Student-teachers’ technological pedagogical content knowledge preparedness for mathematics instruction

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