scholarly journals Co-Word Analysis and Academic Performance of the Term TPACK in Web of Science

2021 ◽  
Vol 13 (3) ◽  
pp. 1481
Author(s):  
Rebeca Soler-Costa ◽  
Antonio-José Moreno-Guerrero ◽  
Jesús López-Belmonte ◽  
José-Antonio Marín-Marín
Keyword(s):  
Academic Performance ◽  
Content Knowledge ◽  
Teaching Methods ◽  
Research Method ◽  
Web Of Science ◽  
Technological Pedagogical Content Knowledge ◽  
Pedagogical Content ◽  
Word Analysis ◽  
Integration Of Technology ◽  
Technology Pedagogy

The progress of technology has led to the emergence of new teaching methods, among which Technological Pedagogical Content Knowledge (TPACK) can be found in an attempt to promote the integration of technology and knowledge, combining technology, pedagogy and theoretical content. The aim of this research is to analyze the significance and evolution of the TPACK concept in the publications contained in Web of Science (WoS). The research method chosen is based on bibliometrics, specifically on the analysis of academic performance and on the analysis of co-words. The total number of documents analyzed is 471. The results show that research on TPACK is on the rise, increasing progressively in recent years. The main area of research is education and educational research, with articles, written in English, being the medium used by researchers to present their results. It can be concluded that, although there is an established research base, there is no single line of research. In this case, the main lines of research are “framework-framework-TPACK” and “technology-pedagogy-beliefs”. It can be determined that the studies on TPACK deal with the integration of technological resources and the analysis of their perception in student learning.

scholarly journals Analysis of Technological Pedagogical Content Knowledge (TPCK) in Higher Education

2020 ◽  
Vol 32 (2) ◽  
pp. 59-66
Author(s):  
Rodrigo Tovar Viera ◽  
David Abrajan ◽  
Johana Muso
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
English Teachers ◽  
Technological Pedagogical Content Knowledge ◽  
Research Area ◽  
Learning Activities ◽  
Knowledge Domain ◽  
Pedagogical Content ◽  
New Research ◽  
Technology Pedagogy

Information Communication Technology research reflects the degree of integration of digital tools in language teaching. One of the key aspects to digital technologies is that certain technologies have affordances and constraints when designing technology-based learning activities, resulting in classroom technology practices in teaching languages creating a new research area for practitioners and researchers. The present study investigates English teachers’ technological competences and perceptions of using technology, pedagogy, and content in their language classrooms. A survey was applied to gather information about the use of technological tools, the integration of technology, pedagogy, and content in teaching English as well as knowledge about their components. Results revealed that although teachers applied technology in lessons and had knowledge of digital technology, potential learning activities were often overlooked. Teachers were not sufficiently skilled in technology-related knowledge domain. Since English teachers reported difficulty integrating the Technological Pedagogical Content Knowledge framework to plan technology-rich language instructions skillfully, research outcomes suggest that such a framework is needed in training programs. This affords teachers practical opportunities integrate technology into their classroom teaching practices. Ideally, research findings will uncover pedagogical implications and applications for further research.

scholarly journals Technology Integration in Higher Education: The use of Website Design Pedagogy to Promote Quality Teaching and Learning

2021 ◽  
Vol 19 (6) ◽  
pp. pp629-641
Author(s):  
Joyce West ◽  
Makwalete Johanna Malatji
Keyword(s):  
Higher Education ◽  
Content Knowledge ◽  
Authentic Learning ◽  
Technological Pedagogical Content Knowledge ◽  
Website Design ◽  
Knowledge Model ◽  
Pedagogical Content ◽  
Design Pedagogy ◽  
21St Century Classroom ◽  
Integration Of Technology

The integration of technology within higher education, specifically teacher education, has become vital in preparing pre-service teacher for the 21st-century classroom. Literature shows that the integration of technology allows students to engage deeply with content and promote authentic learning. Over two years, pre-service teachers who nrolled for a language education module at a university in South Africa were tasked with designing their own websites using Google Sites – an online, free, collaborative, web-based application that forms part of Google’s G Suite. As part of the as part website design assignment, they had to include a blog, informative text and a YouTube video explaining a language-teaching-related topic. The study was conducted from an interpretivist paradigm and an embedded mixed-methods research design. The technological pedagogical content knowledge model served as the theoretical framework. Data collected from 214 pre-service teachers revealed that the use of website design pedagogy promoted the integration of different types of knowledge domains, authentic learning and proximal development. The pre-service teachers furthermore reported that the use of website design pedagogy better prepared them for the 21st-century classroom. Challenges that the students experienced included inadequate access to the internet and problems with recording and uploading videos. This study advocates for authentic learning and scaffolding and therefore recommends that higher education institutions integrate technology holistically by adhering to the principles of the technological pedagogical content knowledge model.

scholarly journals Decolonising technological pedagogical content knowledge of first year mathematics students

2019 ◽  
Vol 25 (4) ◽  
pp. 2665-2679 ◽  
Author(s):  
Simon Bheki Khoza ◽  
Audrey Thabile Biyela
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Technological Pedagogical Content Knowledge ◽  
Social Needs ◽  
First Year ◽  
Learning Needs ◽  
Data Generation ◽  
Pedagogical Content ◽  
Critical Action Research ◽  
Technology Pedagogy

AbstractDecolonising students’ knowledge of technology, pedagogy, and mathematics content is important because it helps students understand their learning needs. Decolonisation is a process of critiquing and renewing the curriculum. Learning needs are circumstances that demand individuals’ actions in order to address professional, personal, and/or social needs. The purpose of this article is to explore and decolonise students’ knowledge of technology, pedagogy, and content in the learning of first year Bachelor of Education mathematics. Ten students learned a mathematics module at a South African university and were purposively selected to participate in this study. Semi-structured interviews, observation, and reflective activities/questionnaires, framed by critical action research, were used for data generation. The students’ knowledge revealed that the technological pedagogical content knowledge (TPACK) was useful when used as the learning framework, which generated curriculum concepts for the module to support the student knowledge of technology, pedagogy, and content. The concepts were learning needs, content, goals, activities, time, environment, community, assessment, and GeoGebra resources. GeoGebra was the main learning resource that helped the students to integrate other resources into the module. The study concluded that, although the technological and content knowledge dominated the learning in other cases of the module, the pedagogical knowledge which was a result of their self-reflection to understand their identities, drove the module all the time. This study, consequently, recommends that students should use their knowledge of technology, pedagogy, and content as taxonomies of learning, in order to address mathematics, individual, and societal needs through the integration of technology.

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