Delphi technique as a graduate course activity: Elementary science teachers’ TPACK competencies

Abstract

Abstract. This study aims to explore graduate science education students' views of elementary science teachers' TPACK competencies by employing a Delphi technique. 9 graduate science education students enrolled in a graduate course participated in the study. In the first round, participants were asked to list the competencies of an elementary science teacher with high level of TPACK and a total of 88 competencies were listed. In the second round, all participants investigated these competencies and eliminated the similar ones. In the third round, the number of competencies was narrowed down to 35 and participants rated them on a 7-point Likert type scale. In the fourth round, participants investigated the interquartile range and median values for those competencies, their own previous ratings and rated the competencies again. At the end, a total of 29 competencies were agreed on by all participants. For agreement criteria interquartile range and median values were used.

Understanding the Difference of Teachers’ TLPACK before and during the COVID-19 Pandemic: Evidence from Two Groups of Teachers

“…Bao [22] suggests that teachers should be acquainted with their students' learning and cognitive levels, so that they can better match instructional activities to their students' online learning behavior. Angeli and Valanides [14] suggested that the teachers' practical ability to use technology is vital to their ability to integrate it into their teaching and create new learning opportunities; likewise, Aydin et al [23] pointed out that technology is only a tool to improve teaching practice. As Bai et al [24] asserted, when ICTs are integrated into instructional activities, the teacher is advised to provide guidance to students to effectively improve their learning outcomes.…”

“…Especially today, in an era of rapid technological change and proliferation, teachers should be sufficiently technologically literate to keep their students interested in learning and use technology to enhance learning outcomes [26]. However, the responsibility lies with them, not with the technology itself; as Aydin et al [23] pointed out, technology is only a tool and not the solution.…”

“…A good online learning platform must be designed based on learners' characteristics [46][47][48]. Regarding teachers' contextual knowledge, complete learning cannot be separated from the context in which it is located [49], and a teacher's pedagogy and use of technology will inevitably be affected by the context in which he or she is [23]; Compared to the original TPACK model, the TLPACK model has two more elements: teachers' knowledge of learners and context. Regarding knowledge about learners, an in-depth understanding of learners' characteristics and behaviors can help teachers make sound decisions on teaching, which can have a positive impact on students' learning effects [44].…”

“…A good online learning platform must be designed based on learners' characteristics [46][47][48]. Regarding teachers' contextual knowledge, complete learning cannot be separated from the context in which it is located [49], and a teacher's pedagogy and use of technology will inevitably be affected by the context in which he or she is [23]; hence, he or she would need to choose strategies that fit the context to obtain the best teaching results [50]. These two elements would complement what TPACK has missed, according to Angeli and Valanides [14], which is the primary reason that this particular study chose to use the TLPACK model.…”

A comparative research on teachers’ knowledge in five Asia-Pacific countries in the COVID-19 pandemic: The case of tourism and hospitality education

“…Previous academic research on teachers' knowledge of using technologies in teaching mainly adopted Mishra and Koehler's technological pedagogical content knowledge (TPACK) framework, whose limitations have been reported (i.e., Angeli and Valanides, 2009;Archambault and Barnett, 2010;Adam, 2016;Aydin et al, 2016;Baser et al, 2016;Peng and Daud, 2016), as well as other frameworks based on TPACK (i.e., Angeli and Valanides, 2009;Hsu and Chen, 2019). The present study adopted Hsu and Chen (2019) technology, learners, pedagogy, academic discipline content, and context knowledge (TLPACK) framework.…”