scholarly journals Examining the validity of the technological pedagogical content knowledge (TPACK) framework for preservice chemistry teachers

2017 ◽  
Vol 33 (3) ◽  
Author(s):  
Feng Deng ◽  
Ching Sing Chai ◽  
Hyo-Jeong So ◽  
Yangyi Qian ◽  
Lingling Chen
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Epistemological Beliefs ◽  
Discriminant Validity ◽  
Lesson Plan ◽  
Technological Pedagogical Content Knowledge ◽  
Chemistry Teachers ◽  
Pedagogical Content ◽  
Convergent And Discriminant Validity ◽  
Survey Measure

While various quantitative measures for assessing teachers’ technological pedagogical content knowledge (TPACK) have developed rapidly, few studies to date have comprehensively validated the structure of TPACK through various criteria of validity especially for content specific areas. In this paper, we examined how the TPACK survey measure is aligned with the TPACK lesson plan measure and how they are related to the measure of epistemological beliefs about chemistry. The participants were 280 Chinese preservice chemistry teachers enrolled in a university in China. Both exploratory and confirmatory factory analyses were performed on the TPACK survey measure to help to establish validity, including considerations for convergent and discriminant validity. This was followed by the invariance test to examine factorial validity as related to gender. To establish the predictive validity of TPACK, the relationships among teachers’ epistemological beliefs, TPACK, and their capacity for planning technology-integrated lessons were also examined. Overall, the results showed that all four types of validity looked at in this study (i.e., convergent, discriminant, factorial, and predictive) were satisfactorily established. Implications for TPACK research and teacher education are also discussed.

scholarly journals Analyze of Chemistry Teacher Profiles Using Technological Pedagogical Content Knowledge (TPACK) Framework

2019 ◽  
Author(s):  
Nur Tsalits Fahman Mughni
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Lesson Plan ◽  
Base Material ◽  
Teaching Experience ◽  
Acid Base ◽  
Learning Methods ◽  
Chemistry Teachers ◽  
Pedagogical Content ◽  
Qualitative Descriptive

This study aims to analyze the profile of technological pedagogical and content knowledge (TPACK) chemistry teachers at one of the schools in Jakarta. The criteria for the teachers analyzed are professional teachers who have been certified and have more than 20 years of teaching experience. The method used in this study is a qualitative descriptive research method. The data sources were collected through the TPACK questionnaire referring to the Schmid instrument (2009), lesson plan analysis, observation of the learning process, and interviews. The results show that chemistry teachers can apply learning methods that vary each meeting according to the characteristics of acid-base material. The teacher also utilizes technology information & communication (ICT) based learning media to simplify and clarify material delivery. It can be concluded that teachers have pedagogical content knowledge (PCK) and technological content knowledge (TCK). The use of ICT media such as interactive power points, videos and mobile phones to support selected learning methods, shows that teachers are also competent in technological pedagogical knowledge (TPK). The results of the study concluded that the teacher had integrated all TPACK components into acid-base learning.

scholarly journals Advancing teacher technology education using open-ended learning environments as research and training platforms

2017 ◽  
Vol 33 (3) ◽  
Author(s):  
Eric G Poitras ◽  
Tenzin Doleck ◽  
Lingyun Huang ◽  
Shan Li ◽  
Susanne P Lajoie
Keyword(s):  
Pedagogical Content Knowledge ◽  
Technology Education ◽  
Content Knowledge ◽  
Lesson Plan ◽  
Technological Pedagogical Content Knowledge ◽  
Design Guidelines ◽  
Primary Concern ◽  
Pedagogical Content ◽  
First Case ◽  
Teacher Technology

A primary concern of teacher technology education is for pre-service teachers to develop a sophisticated mental model of the affordances of technology that facilitates both teaching and learning with technology. One of the main obstacles to developing the requisite technological pedagogical content knowledge is the inherent challenge faced by teachers in monitoring and controlling certain aspects of their own learning while navigating the web and designing a lesson plan. This paper reviews preliminary findings obtained in our research with nBrowser, an intelligent web browser designed to support pre-service teachers’ self-regulated learning and acquisition of technological pedagogical content knowledge. Case examples of data mining techniques are presented that allow the discovery of knowledge regarding pre-service teachers’ information-seeking and acquisition behaviours and how to support them. The first case illustrates the use of simulated learner experiments, while the second involves the creation of a model to detect learner behaviours. We discuss the implications in terms of design guidelines recommendations for nBrowser as well as the broader impacts for future research on technological pedagogical content knowledge research and development.

scholarly journals Pelatihan TPACK (Technological, Pedagogical, Content Knowledge) Bagi Guru Bahasa Inggris di Kabupaten Karawang Jawa Barat

2021 ◽  
Vol 4 (1) ◽  
pp. 34
Author(s):  
Muhammad Reza Pahlevi ◽  
Iwan Ridwan ◽  
Acep Bahrum Kamil
Keyword(s):  
Language Learning ◽  
Pedagogical Content Knowledge ◽  
Reflective Practice ◽  
Content Knowledge ◽  
Lesson Plan ◽  
Technological Pedagogical Content Knowledge ◽  
Pedagogical Content

Isu penggunaan teknologi dalam bidang pendidikan khususnya pengajaran tidak dapat dihindari apalagi dalam masa Pandemi Covid-19 dimana pembelajaran dilaksanakan secara daring. Bagaimanapun pembelajaran daring masih dipahami dan dilaksanakan dengan menekankan penggunaan platform tanpa diintegrasikan sisi pedagogi dan materi ajarnya. Sehingga kegiatan pembelajaran daring belum melibatkan siswa secara aktif dalam pembelajaran daring yang berisi teknologi, pedagogi serta materi ajar (TPACK). Oleh karena itu, pengabdian kepada masyarakat ini bertujuan untuk membantu guru-guru bahasa Inggris dalam mengintegrasikan penggunaan teknologi, pedagogi serta materi ajarnya. Partisapan pengabdian ini adalah guru bahasa Inggris di Karawang. Pelaksaaan pelatihan ini dilakukan dengan memberikan pelatihan terkait integrasi TPACK yang terdiri dari 3 materi yaitu integrasi TPACK dalam lesson plan, TELL in language learning & teaching, dan reflective practice and exploratory practice within Tesol teachers. Setelah mengikuti pelatihan para guru bahasa Inggris dapat membuat RPP dengan integrasi TPACK, mampu mempraktikan TPACK dalam pembelajaran serta melakukan refleksi setelah pembelajaran. Dapat disimpulkan bahwa pelatihan TPACK membantu guru mengintegrasikan baik penggunaan teknologi, pengajaran serta materi ajar dalam pembelajaran.

Development of pre-service chemistry teachers’ technological pedagogical content knowledge

2018 ◽  
Vol 19 (1) ◽  
pp. 167-183 ◽  
Author(s):  
Ayla Cetin-Dindar ◽  
Yezdan Boz ◽  
Demet Yildiran Sonmez ◽  
Nilgun Demirci Celep
Keyword(s):  
Technology Integration ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Technological Pedagogical Content Knowledge ◽  
Alternative Conceptions ◽  
Significant Variable ◽  
Data Logging ◽  
Chemistry Teachers ◽  
Pedagogical Content ◽  
Material Development

In this study, a mixed-method design was employed to investigate pre-service chemistry teachers’ Technological Pedagogical Content Knowledge (TPACK) development. For effective technology integration in instruction, knowledge about technology is not enough; teachers should have different knowledge types which are content, pedagogical, and technological. The 17 pre-service chemistry teachers who enrolled in the Instructional Technology and Material Development course participated in the study for one semester. The purpose of this course was to learn how to integrate simulations, animations, instructional games, data-logging, virtual labs and virtual field trips into chemistry instruction considering factors such as chemistry subjects and students’ possible alternative conceptions or their previous chemistry knowledge. A survey and interviews were used to gather data on the pre-service chemistry teachers’ TPACK framework both before and after the semester. A mixed between-within subjects analysis of variance was conducted to examine the differences in the pre-service teachers’ TPACK at two time periods considering also the gender factor. For the qualitative data, deductive analysis based on existing codes and categories was applied. The quantitative and qualitative findings of this study revealed that the pre-service chemistry teachers’ TPACK improved partially on some components. In addition, based on these findings, gender was not found to be a significant variable in technology integration. For further development in the TPACK framework, more context related technology applications in a learning and teaching environment are needed.

scholarly journals Are You Ready to Use Technology in EFL Teaching? Examining Psychometric Properties of EFL Teachers’ Technological Pedagogical Content Knowledge (TPACK) Scale

2016 ◽  
Vol 4 (1) ◽  
pp. 97
Author(s):  
Liwei Hsu
Keyword(s):  
Factor Analysis ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Convergent Validity ◽  
Discriminant Validity ◽  
Technological Pedagogical Content Knowledge ◽  
Pedagogical Knowledge ◽  
Pedagogical Content ◽  
Efl Teachers ◽  
Shared Variance

<p>It has been confirmed that technology can be beneficial for students’ academic performance, including in the field of computer-assisted language learning (CALL). The successful administration of CALL depends greatly on the teachers’ knowledge about technology, pedagogy and content. The aim of this study is to explore the psychometric property of measure of EFL teachers’ technological, Pedagogical and content knowledge (TPACK). One hundred and fifty-eight EFL teachers were invited to join this study through stratified randomization sampling technique. The research instrument was the TPACK-EFL and the exploratory factor analysis (EFA) with extraction method of Maximum Likelihood and the rotation method of Promax with Kaiser Normalization, was performed to extracted factors with factor loading above .50. Seven constructs (Technological Knowledge, Pedagogical Knowledge, Content Knowledge, Technological Pedagogical Knowledge, Technological Content Knowledge, Pedagogical Content Knowledge and Technological Pedagogical Content Knowledge) were retrieved. Afterwards, the Confirmatory Factor Analysis (CFA) was undertaken to examine the convergent and discriminant validity of selected factors. Convergent validity was checked with Composite Reliability (CR), Average Variance Extracted (AVE), Maximum Shared Variance (MSV), and Average Shared Variance (ASV). Suggested value for CR and AVE was .6 and .5 respectively while MSV as well as ASV should be lower than AVE. Results showed that constructs of this study all met the requirement which indicated that the items had convergent validity. In terms of discriminant validity, square root of AVE was greater than inter-construct correlations which asserted the discriminant validity of this instrument. Subsequently, alternate model analysis was conducted to yield the model which fitted the best as indicated by the model fit indices and research context.</p>

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