Analysis of the Relations among the Components of Technological Pedagogical and Content Knowledge (Tpack): A Structural Equation Model

Şahi̇n, İ̇smail; Aktürk, Ahmet Oğuz

doi:10.2190/ec.51.1.a

Cited by 56 publications

(33 citation statements)

References 42 publications

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“…As teachers perceived that they have skills in using particular software, they would use that particular software in the class more. This is parallel to the related literature concluding that perceived skills or technology competency directly and positively influenced teachers' use of technology (Celik et al 2014;Inan and Lowther 2010;Kabakci Yurdakul and Çoklar 2014;Mathews and Guarino 2000). Therefore, professional development for perceived skills or technology competencies of teachers might contribute to increasing the instructional or application software use of teachers.…”

Section: Discussionsupporting

confidence: 75%

Teachers’ skills to integrate technology in education: Two path models explaining instructional and application software use

Doğan

Dogan

2020

Educ Inf Technol

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The purpose of this study was to examine the effect of technology support, teachers’ confidence in using technology, their beliefs about using technology, and their perceived skills on the use of instructional and application software. The data we used were from 1335 K-12 teachers involved in the Technology Uses and Perceptions Survey (TUPS) study. Teachers were located in 40 different institutions across the state of Florida. According to the findings of this study, the most significant factor in the instructional and application software use of teachers was found as perceived technology skills. Therefore, professional development for perceived skills or technology competencies of teachers might contribute to increasing the instructional or application software use of teachers. In terms of confidence and comfort using technology, they both had direct and positive effects on instructional and application software. Also, the total effect of support from technology specialists for instructional software use is more than application software use. As evidenced by the models developed in this research, teachers’ perceived technology skills for instructional and application software use directly and positively affected their beliefs on usefulness. Our effort to provide more emphasis on the combined effect of a collective set of factors to explain teacher use of technology leads us to address the gaps in the literature on technology use (i.e., the effect of demographic factors and technology availability).

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Section: Discussionsupporting

confidence: 75%

Teachers’ skills to integrate technology in education: Two path models explaining instructional and application software use

Doğan

Dogan

2020

Educ Inf Technol

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“…As the teacher's TPACK is developed, the practices in the classroom will more likely reflect the knowledge of the teacher. While both pedagogy and technology training are necessary, the focus should be on the pedagogy (Celik, Sahin, & Akturk, 2014;Diaz & Bontenbal, 2000). This will keep the focus on learning mathematics effectively rather than the tools being used for learning.…”

Section: Tpack Of Math Teachersmentioning

confidence: 99%

Understanding Secondary School Teachers’ TPACK and Technology Implementation in Mathematics Classrooms

Hill

Uribe-Flórez

2019

IJTE

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The technological, pedagogical, and content knowledge (TPACK) framework provides an understanding of a teacher’s knowledge in the three areas and how it is used to effectively teach with technology (Koehler, Mishra, & Cain, 2013). This study explores the TPACK of middle and high school math and special education teachers and how teachers integrate technology in their mathematics classrooms. Teachers in a rural public school district in the Mid-Atlantic region of the U.S were surveyed. In the concurrent mixed-method design, data were collected using a survey with 22 close-ended questions from Zelkowski, Gleason, Cox, & Bismark (2013) to measure teachers’ TPACK (Likert scale of 1 to 5) and 7 open-ended questions regarding technology integration. Descriptive statistics were used to analyze the quantitative data while a two-cycle coding process, using holistic and pattern coding (Saldana, 2013), was used to analyze and identify themes of the qualitative data. The quantitative data showed that teachers were most confident in their pedagogical knowledge and least confident in their technical knowledge. The themes that emerged for technology integration reflected conceptual understanding, teaching strategies, time and student engagement. The high confidence in pedagogical knowledge is reflected in how teachers integrate technology, which was pedagogical in nature.

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“…The teachers' mastery of the PCK is indicated in the lesson plan. The components of the PCK are: (1) proper and effective learning strategy selection for specific content; (2) developing the evaluation instruments; (3) planning the learning activities; (4) determining the learning objectives; (5) making connections between various concepts; and (6) building connections between the specific contents and other supporting concepts (Celik et al, 2014;Koh et al, 2014). Based on these components, the teachers need to master the topics or concepts, the evaluation techniques, and skills to interconnect various concepts visualized in the students' activities during various stages.…”

Section: Methodsmentioning

confidence: 99%

Improving Students’ Thinking Skill Based on Class Interaction in Discovery Instructional: A Case of Lesson Study

Widoretno

Dwiastuti

2019

JPII

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Lesson Study (LS) activity aims to improve teachers' professionalism using discovery-based instructional design. Teachers' professionalism was measured based on communication during the learning process, especially questions and statements from the teachers and students on various topics. Thirty-two high school biology teachers and twelve model teachers involved in this research. The procedures of the LS activity included curriculum review (up to constructing learning objectives); lesson plan making; implementation of lesson plans; communication of the results; and workshop. The research showed that LS activity changed the questioning skills of the teachers and students. Changes in the quality of teachers' questions and statements were proportionate with the changes in students' answers quality. The quality of questions and statements affected the teachers' competencies; also, improved the quality of learning as it facilitated students' thinking of learning as thinking categories.

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Analysis of the Relations among the Components of Technological Pedagogical and Content Knowledge (Tpack): A Structural Equation Model

Cited by 56 publications

References 42 publications

Teachers’ skills to integrate technology in education: Two path models explaining instructional and application software use

Teachers’ skills to integrate technology in education: Two path models explaining instructional and application software use

Understanding Secondary School Teachers’ TPACK and Technology Implementation in Mathematics Classrooms

Improving Students’ Thinking Skill Based on Class Interaction in Discovery Instructional: A Case of Lesson Study

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