Validating the Technological Pedagogical Content Knowledge Appropriate for Instructing Students (TPACK-S) of Pre-service Teachers

Saengbanchong, Varongsri; Wiratchai, Nonglak; Bowarnkitiwong, Suchada

doi:10.1016/j.sbspro.2014.01.252

Cited by 15 publications

(7 citation statements)

References 8 publications

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“…Three fundamental domains; Technological Knowledge (TK), which refers to basic and advanced knowledge of technology; Pedagogical Knowledge (PK), which refers to teaching strategies; and Content Knowledge (CK), which refers to the knowledge of the subject matter (Schmidt et al 2009). The interactions between those three domains form another four domains; Technological Content Knowledge (TCK), which refers to knowledge of subject matter as it relates to the use of technology in representing it; Pedagogical Content Knowledge (PCK), which refers to the teaching strategies knowledge with respect to the content of the subject matter; Technological Pedagogical Knowledge (TPK), which refers to the use of technology in implementing teaching strategies; and Technological Pedagogical Content Knowledge (TPACK), which refers to the integration of technology in teaching strategies to teach different subjects (Koh et al 2014;Tomte et al 2015;Saengbanchong, et al 2014;Graham 2011).…”

Section: Conceptual Frameworkmentioning

confidence: 99%

Exploring relationships among TPACK constructs and ICT achievement among trainee teachers

Khine

Ali

Afari³

2016

Educ Inf Technol

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Teaching in the classroom today can no longer sustain the interest of students and be effective if the process involves traditional approach -teachers as sole provider of content information. In recent years technology has played a significant role in transforming education to more progressive and interactive activities. However the use of technology itself does not produce positive results in quality of learning and students' achievement. Teachers must be competent in subject knowledge, pedagogical skills and technological know-how. The Technological Pedagogical Content Knowledge or TPACK as a conceptual framework can guide teachers to understand the complex relations between the six components of the model. There has been numerous studies on TPACK in international contexts beyond cultural and language boundaries. This paper examined recent studies on TPACK in various countries and reports findings from a study conducted with student teachers in the UAE.

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Section: Conceptual Frameworkmentioning

confidence: 99%

Exploring relationships among TPACK constructs and ICT achievement among trainee teachers

Khine

Ali

Afari³

2016

Educ Inf Technol

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“…Komponen tersebut adalah content knowledge (CK), pedagogical knowledge (PK), technological knowledge (TK), technological pedagogical knowledge (TPK), technological content knowledge (TCK), pedagogical content knowledge (PCK), dan technological, pedagogical, and content knowledge (TPACK)(M. J. Saengbanchong, Wiratchai, & Bowarnkitiwong, 2014).Kompetensi guru berperan sangat penting dalam pembentukan karakter pendidikan.Kompetensi guru dalam penelitian ini dispesifikasikan dalam kerangka kerja teori TPACK. Salah satu komponen yang sangat dominan berpengaruh adalah hadirnya teknologi (Daud & Zakaria, 2012: 466).…”

Section: Kajian Literaturunclassified

Kerangka Konseptual Kemampuan Belajar Dan Inovasi Siswa Dan Hubungannya Dengan Kompetensi Guru, Teknologi Pendidikan, Dan Hots

Sulistyarini

Joyoatmojo

Kristiani

2021

sena

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Kemampuan belajar siswa selalu mengalami perkembangan dan perubahan. Perkembangan ini dimaksudkan untuk bisa meningkatkan kemampuan siswa sesuai kompetensi yang diinginkan dalam perubahan kualitas sumber daya manusia. Salah satu kemampuan belajar yang harus dimiliki siswa saat ini adalah kemampuan belajar dan inovasi atau yang biasa disebut dengan learning and innovation skills(LIS). Kemampuan ini selaras dengan dikembangkannya kemampuan abad 21. Berdasarkan hal tersebut, perlu adanya kajian konseptual mengenai kemampuan belajar dan inovasi yang dipengaruhi oleh beberapa komponen pembelajaran masa kini seperti kompetensi guru, teknologi pendidikan, dan High Order Thinking Skills (HOTS). Tujuan penelitian ini adalah untuk mendeskripsikan kerangka konseptual kemampuan belajar dan inovasi yang dipengaruhi oleh kompetensi guru, teknologi pendidikan, dan HOTS. Ruang lingkup penelitian hanya sebatas kemampuan belajar dan inovasi pada siswa SMA yang menjalani mata pelajaran prakarya dan kewirausahaan. Metode penelitian yang digunakan adalah studi literature tematik dari penelitian terdahulu. Hasil penelitian yang dapat diuraikan adalah adanya hubungan antara variabel kemampuan belajar dan inovasi siswa dengan kompetensi guru, teknologi pendidikan, dan HOTS, baik melalui hubungan secara parsial dan terbentuk indikator-indikator pembangun masing-masing variabel.

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“…Apart from that, numerous developments of TPACK and adaptations to fit specific contexts brought along their own models and, consequently, measurement instruments. For example, Saengbanchong, Wiratchai, and Bowarnkitiwong (2014) suggest TPACK-S (Technological Pedagogical Content Knowledge appropriate for instructing students), thus adding the perspective of the students to the TPACK model. Bachy (2014) amends the classical model to inform TPDK (techno-pedagogical disciplinary knowledge), an interplay of pedagogical knowledge, technological knowledge, discipline (PCK) and personal epistemology.…”

Section: 2mentioning

confidence: 99%

Part II: Measuring Media-related Educational Competencies

Tiede

2020

MedienPädagogik

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Measuring the media-related educational competencies of preservice teachers is important for the context of this dissertation because it functions as a link between the dimensions of modeling and advancing competencies: on the one hand, measurement instruments can validate and operationalize underlying models, which means concretizing and defining what a competency aspect comprises by observable and measurable behavior. On the other hand, measuring competencies is important in terms of evaluating practices of advancement, because it allows for grounded conclusions, e.g., on the success and outcomes of such practices. This evaluative perspective will be stressed below. However, competency measuring is a complex and challenging task. The following part of this dissertation will give an overview of this context, apply the findings to the models analyzed in Part I and then introduce and discuss an example of a measurement with Paper 1, “Media Pedagogy in U.S. and German Teacher Education,” concluded by further considerations.

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Validating the Technological Pedagogical Content Knowledge Appropriate for Instructing Students (TPACK-S) of Pre-service Teachers

Cited by 15 publications

References 8 publications

Exploring relationships among TPACK constructs and ICT achievement among trainee teachers

Exploring relationships among TPACK constructs and ICT achievement among trainee teachers

Kerangka Konseptual Kemampuan Belajar Dan Inovasi Siswa Dan Hubungannya Dengan Kompetensi Guru, Teknologi Pendidikan, Dan Hots

Part II: Measuring Media-related Educational Competencies

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