TPK and TCK were primarily influenced the application of TPACK. Through an interview with the pre-service teachers, alternative approaches in integrating technology in the classroom were identified. Based on the result of the study, more structured alternative approaches should be designed to help the...
The TPACK model is a framework by which educators can effectively integrate technology into their teaching. Educators bring a variety of knowledge and expertise into the classroom, especially with regard to the subject matter they teach and how to teach it. When planning to use educational technolog...
transformation of TPACK in three preservice physics teachers, as they participated in a case-based ICT in education module paralleled with an internship course of teaching specific courses in school, into characteristics of their teaching methods in physics classroom using computerized laboratory ...
Most instructors and administrators recognize thebenefits technology can have in the classroom—whether that be preparing students for a technology-driven world or helping to simplify course, school, and district management. But too many view technology as a silver bullet to the challenges they face....
Technological Pedagogical Content Knowledge (TPACK) in Action: Application of Learning in the Classroom by Pre-Service Teachers (PST) Recent research on technological pedagogical content knowledge (TPACK) calls for the investigation of TPACK in action. This study examined how TPACK is put into action...
In the context of technology integration, professional competencies comprise the knowledge-based and motivational dispositions to effectively adopt technology in the classroom (see Backfisch et al.2020; Farjon et al.2019; Scherer et al.2019). Regarding professional knowledge, teachers’ technological-ped...
The technological pedagogical content knowledge (TPACK) framework (Mishra & Koehler, 2006) has proven to be a valuable means to frame teachers’ knowledge concerning technology integration in the classroom (e.g., Blackwell et al., 2016; Reyes et al., 2017; Wang et al., 2018). However, ...
tpack development in science teaching: measuring the tpack confidence of inservice scienceteachersj. tech trends, 2013, 53(5): 70-79.411erin marie furtak, deb morrison. investigating the link between learning progressions and classroom ass 17、essmentj. science education, 2014, 10(7): 1812-...
Pre-service Teachers' Developing Technological Pedagogical Content Knowledge (TPACK) and Beliefs on the Use of Technology in the K-12 Mathematics Classroom... In mathematics classrooms, technology allows students to reorganize and re-visualize concepts, yet many teachers are choosing not to use technol...
Teachers need technology-related knowledge to effectively use technology in the classroom. Previous studies have often used self-reports to assess such knowledge. However, it is questionable whether self-reports are valid measures for this purpose. This study investigates how mathematics teachers’ self...