When Circles Collide: Unpacking TPACK Instruction in an Eighth-Grade Social Studies Classroom

Gómez, Miguel Ángel

doi:10.1080/07380569.2015.1092473

Cited by 4 publications

(3 citation statements)

References 14 publications

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“…TPACK is a model that proposes the use of technological, pedagogical and content knowledge to achieve an adequate integration of ICT in the teaching-learning process (Cejas-León, Navío-Gámez, & Barroso-Osuna, 2016;Chen & Jang, 2014;Gómez, 2015). Nowadays, this pedagogical and technological model is transforming school activities inside and outside the classroom (Bueno-Alastuey, Villarreal, & García-Esteban, 2018;Turgut, 2017).…”

Section: Tpack Modelmentioning

confidence: 99%

TPACK: Technological, Pedagogical and Content Model Necessary to Improve the Educational Process on Mathematics through a Web Application?

Salas-Rueda

2019

INT ELECT J MATH ED

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This quantitative research aims to analyze the design and implementation of the Web Application on the educational process of the Linear Function (WALF) considering the TPACK (Technological Pedagogical and Content Knowledge) model and data science. The sample consists of 45 students who studied the Basic Math course at a Mexican university during the 2015 school year. The TPACK model allows the planning and organization of WALF through technological knowledge (HTML and PHP languages), content knowledge (formulas on the linear function and slope) and pedagogical knowledge (data simulation). The results of machine learning (linear regression) with 50%, 60% and 70% of training indicate that the contents of WALF influence the assimilation of knowledge about the identification and evaluation of the linear function. Data science identifies 2 predictive models on the use of WALF in the field of mathematics by means of the decision tree technique. Finally, the TPACK model facilitates the implementation of technological tools and construction of educational virtual spaces through technological, content and pedagogical knowledge.

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Section: Tpack Modelmentioning

confidence: 99%

TPACK: Technological, Pedagogical and Content Model Necessary to Improve the Educational Process on Mathematics through a Web Application?

Salas-Rueda

2019

INT ELECT J MATH ED

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“…TPACK has been criticised for its lack of precision and problems establishing boundaries between the constructs included (Archambault & Barnett, 2010;Graham, 2011). Because the model focuses on knowledge rather than how teaching transpires, it has been difficult to use for studying actual teaching practices (Gómez, 2015).…”

Section: Technology In History Teachingmentioning

confidence: 99%

“…Using the model on history in practice brings specific perspectives to the foreground: what history is being taught and how it is taught are two, focusing on the model's content dimension. Since technology has often been detached from subject knowledge, it is essential to connect these to understand how technology affects teaching (Gómez, 2015;Lévesque, 2009). Technology is an add-on component that cannot be viewed as a natural part of teaching.…”

Section: Technology In History Teachingmentioning

confidence: 99%

Historical thinking in a digital environment: Swedish history teaching analysed through a TPACK lens

Bruér

2023

Clío

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This paper presents results from a large-scale study of history teachers in Swedish secondary schools. The study examines perceptions of history, content being taught, teaching methods and use of digital technology. The study uses the Technological Pedagogical and Content Knowledge (TPACK) framework to analyse the results together with narrative theory. The main results indicate that knowledge of the past and contemporary perspectives from a canonical tradition are prioritised, together with a content-based lecture-style pedagogy. The use of digital technology does not seem to challenge methods or bring new perspectives to history teaching. However, to fully understand history teaching with technology, a framework that emphasises all parts of history education is needed. This calls for further development of the TPACK model, which is further discussed in this article.

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Preservice and inservice teachers' pedagogical reasoning underlying their most‐valued technology‐supported instructional activities

Hughes

Cheah

Shi

et al. 2020

Computer Assisted Learning

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We examined teachers' pedagogical reasoning for and the technological knowledge underlying their most‐valued technology‐supported activities for teaching and learning. Data from 140 preservice and 100 inservice teachers included open‐ended, narrative responses to survey questions. Qualitative research methods guided analysis of the data that identified (a) the technology‐supported activities and (b) the technical tools, target users, types of uses, rationales for use, and the TPACK underlying each activity. Preservice teachers described mostly teacher‐focused and fewer student‐focused techno‐activities, and their reasoning for use focused on the technology's presentational and engagement effects. A majority of inservice teachers' techno‐activities were student‐focused, and their reasoning highlighted the technology's support for knowledge acquisition of higher‐order cognitive skills and collaborative learning. The knowledge underlying all teachers' techno‐activities was predominantly technological pedagogical knowledge (TPK), but inservice teachers also evidenced technological content knowledge (TCK). These results may reveal differences in the teachers' respective learning experiences in teacher education and professional development or reflect a professional maturation process in that it takes teachers time in the field as professionals to broaden their techno‐activity repertoires to prioritize student‐focus. Sharing the reasoning patterns in this study with teachers may assist them in developing deeper justifications for their technological work in the classroom.

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When Circles Collide: Unpacking TPACK Instruction in an Eighth-Grade Social Studies Classroom

Cited by 4 publications

References 14 publications

TPACK: Technological, Pedagogical and Content Model Necessary to Improve the Educational Process on Mathematics through a Web Application?

TPACK: Technological, Pedagogical and Content Model Necessary to Improve the Educational Process on Mathematics through a Web Application?

Historical thinking in a digital environment: Swedish history teaching analysed through a TPACK lens

Preservice and inservice teachers' pedagogical reasoning underlying their most‐valued technology‐supported instructional activities

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