A Technological Pedagogical Content Knowledge (TPACK) Scale for Geography Teachers in Senior High School

Xiao-bing, SU; Huang, Xiaorui; Zhou, Chunfang; Chang, Maiga

doi:10.15390/eb.2017.6849

Cited by 20 publications

(11 citation statements)

References 20 publications

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“…There are different initiatives in its application to the formation of teachers at different educational levels [36][37][38][39], and in different disciplines, such as music [40], and also in geography [41,42].…”

Section: The Tpack Modelmentioning

confidence: 99%

Education in Sustainable Development Goals Using the Spatial Data Infrastructures and the TPACK Model

Álvarez-Otero

Torres

2018

Education Sciences

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Education in Sustainable Development Goals is a basic step in attaining its objectives, and, therefore, it has been undertaken by broad sectors of the teaching community. Nevertheless, the “sustainability curriculum” derived from the Sustainable Development Goals, in this case based on the data of the Spatial Data Infrastructures, in spite of its teaching and research potential, is something with which the teaching body is not yet familiar. The results of the fieldwork carried out (questionnaires and Delphi technique) prove this to be the case. For this reason, in order to educate geographically in reflection and collaboration with the aims of the Sustainable Development Goals, the viewing, in a GIS on the Cloud (WebGIS) of indicators of interest is proposed for the Sustainable Development Goals taken from the Spatial Data Infrastructures within the framework of the TPACK (Technological Pedagogical Content Knowledge) model. To facilitate all these learning objectives, a proposal for good practices in the classrooms of secondary schools and another proposal for university lectures have been designed, and the results applied and analyzed. These examples demonstrate empirically that, with adequate pedagogical tools, an education in geography for global understanding by integrating Sustainable Development Goals and Spatial Data Infrastructures can be achieved, which is what the TPACK model pursues.

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Section: The Tpack Modelmentioning

confidence: 99%

Education in Sustainable Development Goals Using the Spatial Data Infrastructures and the TPACK Model

Álvarez-Otero

Torres

2018

Education Sciences

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“…Over time, research into secondary pre-service teachers' TPACK has included Computer Sciences or use of digital tools such as smart boards (eg, Doukakis et al, 2010;Jang & Tsai, 2012); English as a foreign language (Tseng, 2016); and Geography (Su, Huang, Zhou, & Chang, 2017) often focusing on the construction of a TPACK scale specific to that discipline context.…”

Section: Tpackmentioning

confidence: 99%

Exploring TPACK among pre‐service teachers in Australia and Israel

Redmond¹,

Peled²

2018

Brit J Educational Tech

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The ubiquitous nature of technology in the world has not yet translated into the ubiquitous use of technology to transform learning and teaching. Teachers lack the confidence and competence to integrate technology across a broad range of tools within a range of contexts. Technological pedagogical content knowledge (TPACK) has become a common framework to explore technology within teaching and teacher education. However, little research exists to explore the similarities and differences of TPACK between different teacher education programmes, within different countries or even different disciplines, especially in a secondary context. Using a self‐report online survey, this study sought to compare and contrast TPACK results from pre‐service teachers studying in secondary teacher education programmes in Australia and Israel. Findings suggest that TPACK is higher in Australia, and in both countries for those students who were aged over 26. There were no significant differences between gender and disciplines reported. The paper also discusses broad‐scale implications for the future of research in TPACK.

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“…The TPACK survey questionnaire used for the study was adapted from Su et al (2017). The reason for adapting the survey questionnaire was that their study focused primarily on developing an appropriate instrument for assessing the TPACK of geography teachers in senior high schools.…”

Section: Technological Pedagogical Knowledgementioning

confidence: 99%

Technology Integration into the Teaching and Learning of Geography in Senior High Schools in Ghana: A TPACK Assessment

Mensah

Poku

Quashigah

2021

SER

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In Ghana, the integration of technology into the teaching and learning process seems to be making strides in tertiary education. However, the case is not the same in Senior High Schools. This study, therefore, sought to assess Senior High School Geography teachers' knowledge in integrating technology into their classroom adapting the Technological Pedagogical Content Knowledge (TPACK) model as a framework for analysis. The study adopted the descriptive survey design to provide a comprehensive analysis of the research problem. Through a survey, a total of 113 geography teachers participated in the study, responding to a TPACK survey questionnaire. The data were analysed using mean and standard deviation. The findings of the study showed that teachers possessed a high level of content and pedagogical knowledge in geography. The analysis, however, showed that teachers were not as confident as they were in content and pedagogy compared to technological knowledge and its subsequent integration into the teaching and learning of geography. It was, therefore, recommended among others that courses at the higher education level should integrate Information and Communication Technologies (ICTs) into teaching and learning to help student-teachers appreciate the place of specific technologies, hardware and software in the teaching and learning of their respective disciplines.

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A Technological Pedagogical Content Knowledge (TPACK) Scale for Geography Teachers in Senior High School

Cited by 20 publications

References 20 publications

Education in Sustainable Development Goals Using the Spatial Data Infrastructures and the TPACK Model

Education in Sustainable Development Goals Using the Spatial Data Infrastructures and the TPACK Model

Exploring TPACK among pre‐service teachers in Australia and Israel

Technology Integration into the Teaching and Learning of Geography in Senior High Schools in Ghana: A TPACK Assessment

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