Understanding the Theoretical Framework of Technological Pedagogical Content Knowledge: A collaborative self-study to understand teaching practice and aspects of knowledge

Fransson, Göran; Holmberg, Jörgen

doi:10.1080/17425964.2012.692994

Cited by 21 publications

(9 citation statements)

References 19 publications

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“…Specifically, the analysis of their reflections indicated that they considered design activities as critical contributors to their development of TPACK-in-action. The findings are in line with the current research on DBL, which has also reported increased TPACK competencies of participants (Agyei & Voogt, 2012;Chien et al, 2012;Fransson & Holmberg, 2012;Graham et al, 2012;Hofer & Grandgenett, 2012;Kafyulilo, 2010;Koehler et al, 2007;Koehler & Mishra, 2005b;Kurt, 2012;Rienties et al, 2013;Shin et al, 2009;Timur, 2011). This study further contributes to the current literature by identifying how TPACK-DBL principles could be implemented within a course context and how these principles could contribute to students' understanding of TPACK-inaction.…”

Section: Discussionsupporting

confidence: 79%

Putting technological, pedagogical, and content knowledge (TPACK) in action: An integrated TPACK-design-based learning (DBL) approach

Baran

Uygun

2016

AJET

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Design-based learning (DBL) has been considered a useful approach in teacher education because of its emphasis on the investigation of technology integration problems in design processes. Despite recent interest in understanding how technological, pedagogical, and content knowledge (TPACK) translates to action, limited research exists on how TPACK is developed within DBL contexts and what principles of DBL can be applied to TPACK development. To address these critical gaps in the literature, an approach was developed that outlined eight DBL principles that foster understanding of TPACK-in-action in teacher education contexts. Next, a graduate course was designed to determine how course activities facilitated understanding of TPACK-in-action and to what extent students enacted TPACK-DBL principles. Following a case study methodology, data were collected from 10 graduate students through reflection reports, design guides, and researcher observation notes. The analysis of qualitative and descriptive data revealed that as a result of TPACK-DBL activities, students developed a four-dimensional understanding of TPACK-in-action: theory-practice connection, readiness for practice, technological proficiency, and sustainable learning of TPACK. The results offer recommendations to teacher educators for developing understanding of TPACK-in-action through DBL activities.

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Section: Discussionsupporting

confidence: 79%

Putting technological, pedagogical, and content knowledge (TPACK) in action: An integrated TPACK-design-based learning (DBL) approach

Baran

Uygun

2016

AJET

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“…Moreover, design teams enabled the preservice teachers to no longer become passive users but also designers of technology (Koehler & Mishra, 2005) through a series of design activities from the brainstorming of design ideas offering them opportunities to see varied solutions to technology integration problems, the engagement of theoretical knowledge and then investigation of technological tools and finally to the examination of artefacts. The preservice teachers' perceptions towards the design teams approach are align with previous literature, for example, Lu et al 2011; Fransson and Holmberg (2012) and Johnson (2014) in which the design teams environment created favourable conditions for the development of preservice teachers' TPACK.…”

Section: Research Question 2: What Was the Preservice Teachers' Percesupporting

confidence: 83%

The Impact of the Design Teams Approach on Preservice Teachers’ TPACK in the Vietnamese Context

Tan¹,

Nguyen²,

Lee³

et al. 2020

SELT

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This study aimed to examine the impact of the design teams approach on preservice teachers’ technological pedagogical and content knowledge (TPACK). Using a mixed-method design, the researcher implemented the investigation among 62 teacher candidates whose major was Primary English Teaching at a university of foreign language studies in Central Vietnam. All of the participants attended a course named “Technology in Education”, which was adapted based on Johnson’s design teams approach model (2014). The data were collected using pre- and post-TPACK Survey, a TPACK Rubric (TIAI) and semi-structured interviews. The findings indicated that this design teams approach had a significant impact on the participants’ TPACK, particularly its technology-related knowledge domains (TK, TPK, TCK, TPACK). The result was also confirmed by the teacher candidates’ positive responses about their perceptions towards this instructional approach.

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“…Teknoloji bilgisi etkili öğrenmeyi destekler, öğretmen adayları ve öğretmeler için etkili bir öğrenmenin sınıf ortamında sağlanması ve nasıl gerçekleştirileceğinin öğrenilmesi önemlidir (Sweeney ve Drummond, 2013). Fransson ve Holmberg (2012) çalışmalarında öğrencilerin BİT araçları ile kendilerini daha özgür hissettiklerini belirtmiş ve TPİB'nin öğretmen eğitiminde öğrenme, öğretme ve değerlendirme boyutlarında kullanabileceğini ifade etmişlerdir. BİT kullanımını geliştiren kursların öğretmen adaylarının TPİB görüşleri üzerinde olumlu etkisinin olduğu ifade edilmektedir Chai, Koh, Tsai ve Tan 2011;Kabakçı Yurdakul ve Çoklar, 2014).…”

Section: Discussionunclassified

Investigating Preservice Teachers’ TPACK Competencies Through the Lenses of ICT Skills: An Experimental Study

Ersoy

Yurdakul

Ceylan

2016

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Bu çalışmanın amacı, öğretmen adaylarının Teknopedagojik İçerik Bilgisi'ne (TPİB) odaklanan bir deneysel uygulama öncesi ve sonrasındaki TPİB yeterliklerinin BİT kullanım düzeyi, BİT kullanım aşamaları ve cinsiyet değişkenleri açısından incelenmesidir. Araştırmada deneme modellerinden öntest-sontest kontrol grupsuz yarı deneysel desen kullanılmıştır. Çalışma 2011-2012 öğretim yılında bir devlet üniversitesinin eğitim fakültesinde öğrenim görmekte olan 61 öğretmen adayı ile gerçekleştirilmiştir. Bu amaca uygun olarak TPACK-deep Ölçeği ile BİT Kullanım Aşamaları ve BİT Kullanım Düzeyleri anketleri veri toplama aracı olarak kullanılmıştır. Verilerin analizi sonucunda TPİB yeterliklerine odaklanan deneysel uygulamanın etkili olduğu ortaya çıkmıştır. Deneysel uygulamanın sonrasında orta düzeyde olan TPİB yeterliklerinin ileri düzeye yükseldiği görülmüştür. Buna ek olarak TPACK-deep Ölçeği alt boyutları olan tasarım, uygulama, etik ve uzmanlaşma alanlarının her birinde ilerleme görülmüştür. Öğretmen adaylarının uygulama sonunda BİT kullanım aşamalarının olumlu yönde değişim gösterdiği belirlenmiştir. Ayrıca, öğretmen adaylarının BİT kullanım düzeyi arttıkça TPİB yeterliklerinin de yükseldiği belirtilmiştir. TPİB yeterlikleri ile cinsiyet arasında ise anlamlı bir farklılık bulunmamıştır. BİT kullanım aşamaları ile TPİB yeterlikleri alt alanları arasındaki ilişki incelendiğinde ise orta düzeyde bir ilişki olduğu görülmüştür. Araştırmanın sonuçlarına dayalı olarak bir dizi öneri getirilmiştir. Teknopedagojik içerik bilgisi Teknoloji entegrasyonuYeterlik tabanlı öğretim İnsan-bilgisayar etkileşimi Yükseköğretim

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Understanding the Theoretical Framework of Technological Pedagogical Content Knowledge: A collaborative self-study to understand teaching practice and aspects of knowledge

Cited by 21 publications

References 19 publications

Putting technological, pedagogical, and content knowledge (TPACK) in action: An integrated TPACK-design-based learning (DBL) approach

Putting technological, pedagogical, and content knowledge (TPACK) in action: An integrated TPACK-design-based learning (DBL) approach

The Impact of the Design Teams Approach on Preservice Teachers’ TPACK in the Vietnamese Context

Investigating Preservice Teachers’ TPACK Competencies Through the Lenses of ICT Skills: An Experimental Study

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