An Examination of Lecturers’ Technological Pedagogical Content Knowledge Perceptions at the Faculty of Education in EMU in Cyprus / Istraživanje o procjeni pedagoškog i predmetnog tehnološkog znanja predavača na Učiteljskom fakultetu Istočnog mediteransko

Abstract

The use of technology in instruction has brought about different perceptions. The need to know how teachers integrate technology in instruction has brought about different views. Therefore, this study mainly seeks to understand these views on lecturers' technological pedagogical content knowledge (TPACK) perceptions, as it examines how their views differ according to gender, employment status, department and the state of in-service training oriented towards the use of technology. In order to achieve the above stated aim, the researcher statistically examined Eastern Mediterranean University (EMU) Faculty of Education lecturers' TPACK perceptions. In this research, a TPACK survey instrument was administered to 53 lecturers, and a questionnaire was used to ascertain their perception levels across the seven TPACK dimensions. Mean, standard deviation, percentage, frequency and non-parametric tests (Mann-Whitney U test and Kruskal-Wallis test) were used for data analysis. The study reveals that lecturers' perceptions of TPACK were significantly high across all knowledge dimensions and there were statistically significant differences on how lecturers viewed TPACK according to the above listed variables. These differences occurred in Technological Knowledge (TK) and Pedagogical Content Knowledge (PCK) according to gender; Technological Knowledge (TK) and Technological Pedagogical Knowledge (TPK) according to employment status; Technological Knowledge (TK), Technological Pedagogical Knowledge (TPK), and Technological Pedagogical Content Knowledge (TPACK) according to department, and Pedagogical Content Knowledge (PCK) according to in-service training.

Putting design into practice: An investigation of TPACK scores of lecturers in a networked institution

“…Nature of employment (whether full-time or part-time) also dictates the support needs (Beaton and Gilbert 2013). Studies in relation to TPACK on this regard are few and point to contrary findings (Chukwuemeka and Iscioglu 2017;Voithofer et al 2019 current study investigates the TPACK scores of lecturers in a dual-nature institution and will explore how these scores relate to the design of learning activities.…”

Construct validity of data from a TPACK self-assessment instrument in 2-year public college faculty in the United States

“…Their subject-to-item ratio was good (15:1; Hair et al, 2015), which allowed them to conduct CFA and structural equation modeling (SEM) studies with their samples. Other studies using higher education faculty suffered from low sample-to-item ratios, from a low of 1.83:1 (Chukwuemeka & Iscioglu, 2017) to a high of 4.06:1 (Rienties et al, 2013). These studies did not allow for factor analysis due to low sample size.…”

Effects of Computer Assisted Instruction on Computer Science Students’ Achievement and Performance Using Qbasic Web-Quest Package in A Nigerian Secondary School

“…However, information and communication technologies have gained more positive impact on educational development of students and teachers around the globe. The focus is on ways in which technology can be used to support instructional delivery as well as students' achievement in education (Gambari, Ezenwa & Anyanwu, 2014;Chukwuemeka & Iscioglu, 2016;Idowu & Odewumi, 2017). In support of this, Onasanya, Fakomogbon, Sheu, and Soetan, (2010) maintained that it has become crucial that teaching and learning process should be given priority through to the utilization of various emerging technology platforms as they play significant role in the advancement of knowledge.…”