Can telecollaboration contribute to the TPACK development of pre-service teachers?

Alastuey, María Camino Bueno; Villarreal, Izaskun; García-Esteban, Soraya

doi:10.1080/1475939x.2018.1471000

Cited by 37 publications

(39 citation statements)

References 55 publications

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“…Considering this lack of information, another goal of this study was to make this possible relationship clearer. Moreover, the targeted samples usually included mainly pre-service and in-service teachers (e.g., Bueno-Alastuey et al 2018;Cengiz 2015;Koh et al 2010;Lee and Tsai 2010;Luik et al 2018;Lin et al 2013), and very few studies have investigated university teachers (e.g., Cubeles and Riu 2018). Therefore, this study aims to clarify the structure of the TPACK model based on an international university teacher sample and to report the elements influencing TPACK, such as national context, gender, level of academic degree and age.…”

Section: Theoretical Background 21 Tpack Modelmentioning

confidence: 99%

Self-reported TPACK of teacher educators across six countries in Asia and Europe

et al. 2020

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The initial technological pedagogical and content knowledge (TPACK) model was theorised on seven clearly identified factors. However, many studies have failed to empirically identify these seven factors, and elements influencing TPACK level, such as national context, gender, and age, remain unclear. The study is focused on teacher educators' TPACK as one of the most important elements in schoolteacher training. The main goals were to test the validity of the initial TPACK seven-factor model in a cross-national analysis context and to identify factors influencing the TPACK perception. The sample was composed of 574 teacher educators coming from a total of eight schools of educational institutions from six countries. A 26-item questionnaire, based on a four-point Likert scale, investigated the seven factors of the TPACK model as independent scales. It was administered online and anonymously. A confirmatory factor analysis using the robust maximum likelihood method and Kruskal-Wallis chi-squared tests were performed. The study showed four major results: 1) a relative stability of the seven-factor model structure across countries; 2) the relative differences of university teachers' TPACK perceptions across six countries in Europe and Asia; 3) the dependence of age and TPACK factors; and 4) an independence of gender/academic level and TPACK.

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Section: Theoretical Background 21 Tpack Modelmentioning

confidence: 99%

Self-reported TPACK of teacher educators across six countries in Asia and Europe

et al. 2020

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“…CALL technologies make direct communication between FL students who share the same lingua franca more possible than ever before, while providing them with opportunities to reflect on the affordances of such technologies and their usefulness in teaching (Antoniadou, 2011;Kohn & Hoffstaedter, 2017;Luo & Yang, 2018). Therefore, a growing number of scholars advocate VEs as an ideal environment for FL competence and the development of techno-pedagogical skills (TPACK) within formal institutional contexts (Baroni et al, 2019;Bueno-Alastuey, Villarreal, & García Esteban, 2018). Within such exchanges FL students and/or pre-service teachers from different geographical parts of the world can work together on authentic projects supported by teachers (Author C, 2016a;Dooly & Sadler, 2013).…”

Section: Virtual Exchange Tpack Skills and Flamentioning

confidence: 99%

The impact of virtual exchange on TPACK and foreign language competence: reviewing a large-scale implementation across 23 virtual exchanges

Rienties

Lewis

O’Dowd

et al. 2020

Computer Assisted Language Learning

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Several studies on Virtual Exchange (VE) have highlighted positive learning experiences, increases in technological pedagogical and content skills (TPACK) and foreign language (FL) competence. However, most VE research to date use qualitative or descriptive case-studies of how VEs have been implemented, and what "might" have worked. In this large-scale quantitative two-study design, we explored how 622 pre-service teachers developed TPACK skills and (perceived) FL competence over time in 23 VEs across 34 institutions in 16 countries. In Study 1, we used a (quasi-) experimental design of 3 VEs in an experimental (n = 151) or control group (n = 77) to explore the impact on TPACK. In Study 2, we used a larger sample of 20 VEs and 394 participants to replicate and contrast the findings from Study 1 in a broader context. In contrast to our expectations, participants in the experimental condition did not have higher TPACK skills growth relative to the control condition in Study 1, which was further confirmed in Study 2. Nonetheless, in Study 2 pre-existing TPACK skills influenced the development of (perceived) FL competence over time, whereby those participants who further strengthened their TPACK skills during the VE were more likely to nurture FL competence. A major lesson from this large-scale implementation is that VEs do not generate TPACK skills and FL competence by osmosis. We encourage CALL researchers to carefully reflect on any positive or negative finding that something has "worked" when there is no comparison or control group included.

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“…TPACK is a model that proposes the use of technological, pedagogical and content knowledge to achieve an adequate integration of ICT in the teaching-learning process (Cejas-León, Navío-Gámez, & Barroso-Osuna, 2016;Chen & Jang, 2014;Gómez, 2015). Nowadays, this pedagogical and technological model is transforming school activities inside and outside the classroom (Bueno-Alastuey, Villarreal, & García-Esteban, 2018;Turgut, 2017). For example, the TPACK model facilitated the updating of activities for the educational process of mathematics through the use of Raptor software, YouTube videos and Facebook (Salas-Rueda, 2018).…”

Section: Tpack Modelmentioning

confidence: 99%

TPACK: Technological, Pedagogical and Content Model Necessary to Improve the Educational Process on Mathematics through a Web Application?

Salas-Rueda

2019

INT ELECT J MATH ED

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This quantitative research aims to analyze the design and implementation of the Web Application on the educational process of the Linear Function (WALF) considering the TPACK (Technological Pedagogical and Content Knowledge) model and data science. The sample consists of 45 students who studied the Basic Math course at a Mexican university during the 2015 school year. The TPACK model allows the planning and organization of WALF through technological knowledge (HTML and PHP languages), content knowledge (formulas on the linear function and slope) and pedagogical knowledge (data simulation). The results of machine learning (linear regression) with 50%, 60% and 70% of training indicate that the contents of WALF influence the assimilation of knowledge about the identification and evaluation of the linear function. Data science identifies 2 predictive models on the use of WALF in the field of mathematics by means of the decision tree technique. Finally, the TPACK model facilitates the implementation of technological tools and construction of educational virtual spaces through technological, content and pedagogical knowledge.

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Can telecollaboration contribute to the TPACK development of pre-service teachers?

Cited by 37 publications

References 55 publications

Self-reported TPACK of teacher educators across six countries in Asia and Europe

Self-reported TPACK of teacher educators across six countries in Asia and Europe

The impact of virtual exchange on TPACK and foreign language competence: reviewing a large-scale implementation across 23 virtual exchanges

TPACK: Technological, Pedagogical and Content Model Necessary to Improve the Educational Process on Mathematics through a Web Application?

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