TPCK framework: assessing teachers' knowledge and designing courses for their professional development

Kadijevich, Djordje M.

doi:10.1111/j.1467-8535.2011.01246.x

Cited by 21 publications

(12 citation statements)

References 5 publications

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“…This aspect is similar to what we observed in selfreporting survey studies. On the other hand, some researchers used observations and found the evidence suggesting TPACK is integrative, not existing as a unique, pre-transformed body of knowledge; rather, as a combination of content, pedagogical and technological knowledge formed during a planning or teaching act (Kadijevich, 2012;Markauskaite et al, 2011). For example, in a given situation, when a teacher combines technological knowledge with learner characteristics knowledge, a new domain TLCK is formed, which does not come under the category of pre-developed knowledge (Markauskaite, et al, 2011).…”

Section: The Need To Investigate Tpack In Real-life Planning and Teacmentioning

confidence: 99%

TPACK in action: A study of a teacher educator’s thoughts when planning to use ICT

Bibi

Khan²

2016

AJET

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In this paper, we discuss how a university lecturer (pseudonym: James) drew on his technological pedagogical and content knowledge (TPACK) when planning to integrate technology in teaching. The main purpose of the study was to use real-life planning observations to understand James's TPACK. The data were obtained through think-aloud sessions in which James planned a course that is offered to undergraduate initial teacher education (ITE) students in a research-intensive Australian university. Chi's (1997) verbal analysis method was used to analyse verbal qualitative data. The results indicate that a different set of knowledge domains underpinned James's decisions in each different episode of his planning sessions giving his TPACK a dynamic and context-sensitive nature. We suggest observations of teachers when making actual planning decisions as one of the preferred methods to understand the nature of their TPACK. The study introduces a new approach in understanding how this teacher's TPACK looks when he drew on various domains of knowledge, by visually presenting the combinations made among knowledge domains.

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Section: The Need To Investigate Tpack In Real-life Planning and Teacmentioning

confidence: 99%

TPACK in action: A study of a teacher educator’s thoughts when planning to use ICT

Bibi

Khan²

2016

AJET

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“…Doukakis et al (2010) examined 1,032 senior high school teachers' technology use in instruction and suggested that teachers exhibited poor performance. Kadijevich (2012) suggested that teachers lacked an adequate TPACK base for applying technology in the classroom. Thus, teachers with unsuccessful experiences in technology integration might lack an adequate TPACK base.…”

Section: Ability Of Senior Teachers To Integrate Technology Into Instmentioning

confidence: 99%

A Senior Teacher’s Implementation of Technology Integration

Tsai¹

2015

IES

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This study investigated whether a senior teacher with many years of teaching experience, despite lacking adequate technology skills or contending with other barriers, can sufficiently implement technology integration in the classroom. The research was conducted between October 2013 and January 2014 and was focused on a junior high school biology teacher with 17 years of instructional experience. A qualitative method involving semistructured interviews and classroom observation of 4 conducted lessons was used to explore the teacher's implementation of technology integration. The analytical results showed that the teacher's perspectives on technology integration ranged from "technology as a tool for teaching" to "technology as a learning activator." Moreover, external factors such as poor technology management affected the teacher's implementation of technology integration. In addition, the teacher developed a technological-pedagogical-content-knowledge base, building on current pedagogical content knowledge. The findings of this study enhance the general understanding of the development and implementation of senior teachers regarding technology integration, as well as the integration of subject content and pedagogical knowledge in teaching.

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“…In Serbia, one reason for the low ICT usage for teaching and learning is teachers' lack of sophisticated knowledge to support effective technology integration (Kadijevich, 2012). However, this situation is mitigated by younger teachers, who have demonstrated their attempts at teaching mathematics in primary and secondary schools in Serbia (Dimitrijević, Popović, & Stanić, 2012).…”

Section: Introductionmentioning

confidence: 99%

Modelling the intention to use technology for teaching mathematics among pre-service teachers in Serbia

Teo

Milutinović

2015

AJET

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This study aims to examine the variables that influence Serbian pre-service teachers' intention to use technology to teach mathematics. Using the technology acceptance model (TAM) as the framework, we developed a research model to include subjective norm, knowledge of mathematics, and facilitating conditions as external variables to the TAM. In addition, we investigated the influence of gender and age on the behavioural intention to use technology. With data gathered from 313 participants using a survey questionnaire, structural equation modelling (SEM) analysis revealed that the proposed model in this study has a good fit and accounted for 5.4% of the variance in the behavioural intention to use technology. Pre-service teachers' attitudes towards computers were found to be the only factor with direct influence on the intention to use technology. All other factors were found to have an indirect influence. Using multiple indicators, multiple causes (MIMIC) modelling, pre-service teachers' intention to use technology was not found to be significantly different by age and gender. Various contributions to research and implications for teacher training are discussed. IntroductionIn today's world, when society is shifting from an industrial towards an information or knowledge society, it is important for students to develop lifelong learning skills, often referred to as a capacity of "learning to learn" (Anderson, 2008, p. 19 Education, 2007). In preparing for these skills, the appropriate use of technology by teachers in education is crucial.Despite the strong presence of information and communication technology (ICT) in classrooms all over the world, studies have shown that ICT is underused (Mueller, Wood, Willoughby, Ross, & Specht, 2008;Ruthven, 2009). In Serbia, one reason for the low ICT usage for teaching and learning is teachers' lack of sophisticated knowledge to support effective technology integration (Kadijevich, 2012). However, this situation is mitigated by younger teachers, who have demonstrated their attempts at teaching mathematics in primary and secondary schools in Serbia (Dimitrijević, Popović, & Stanić, 2012).Serbia is a south-eastern developing country in Europe with a population of 7.12 million. Free education is provided for children between ages 7 and 15 (grades 1-8) and those between ages 15 and 19 to attend elementary and secondary schools, respectively, although the latter is not compulsory by law. Depending on the grade level and subject, elementary and secondary school teachers receive their training at the relevant faculties in universities (UNESCO, 2011). All teachers have to complete their training in pedagogy and subject content at master's level before taking up appointments in schools. Among the goals of Serbian education are that students across all levels should be provided with opportunities to acquire high quality knowledge and skills and attitudes, including linguistic, mathematical, scientific, artistic, cultural, technical, and computer literacy skills necessary for life in ...

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TPCK framework: assessing teachers' knowledge and designing courses for their professional development

Cited by 21 publications

References 5 publications

TPACK in action: A study of a teacher educator’s thoughts when planning to use ICT

TPACK in action: A study of a teacher educator’s thoughts when planning to use ICT

A Senior Teacher’s Implementation of Technology Integration

Modelling the intention to use technology for teaching mathematics among pre-service teachers in Serbia

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