Developing technological pedagogical content knowledge in pre-service science teachers: Support from blended learning

Abstract

<span>The </span><em>Technological Pedagogical Content Knowledge</em><span> (TPACK) framework has been used to prepare pre-service science teachers at the Public Authority of Applied Education and Training in Kuwait for ICT integration in education. Pre-service teachers worked in teams to design an ICT solution for an authentic problem they faced during in-school training. Pre-service teachers were separated into two groups. The first group was coached by ICT, pedagogy, and content experts. The second group was offered a blended condition, by which they had access to an online portal with different tutorials and examples, with opportunities to meet with different experts whenever they wanted. Pre-test and post-test design data were collected for attitudes toward ICT, ICT skills, and TPACK. The findings show that the self-reported TPACK, the score of attitudes toward ICT, and ICT skills increased in both groups. However, the blended support condition reported a higher increase in the participants' technological knowledge (TK), technological pedagogical knowledge (TPK), their attitude toward ICT as a tool for instruction and productivity, and ICT enjoyment. This indicated that students perceived the blended condition for supporting design teams as a more desirable method for enhancing their development of TPACK.</span><br />

Relationships between Pre-service Teachers’ Social Media Usage in Informal Settings and Technological Pedagogical Content Knowledge

“…They struggle to integrate pedagogy, content, and technology into their teaching, and lack support and role models (Nadelson et al, 2013). Thus, numerous studies have been conducted to address this problem through the development of TPACK among pre-service teachers (Alayyar, Fisser, & Voogt, 2012;Bilici, Guzey, & Yamak, 2016;Koh & Divaharan, 2011;Tokmak, 2015). Shulman (1987) asserted that the most vital and distinctive category of knowledge for teaching is pedagogical content knowledge (PCK), namely "the blending of content and pedagogy into an understanding of how particular topics, problems, or issues are organised, represented, and adapted to the diverse interests and abilities of learners, and presented for instruction" (p. 8).…”

Conditions for the successful implementation of teacher educator design teams for ICT integration: A Delphi study

“…Collaborative design (in teacher design teams) of technology-enhanced lessons has been shown to contribute to the development of competencies necessary to integrate technology in education (e.g., Agyei & Voogt, 2012;Alayyar, Fisser, & Voogt, 2012;Polly, 2011). A teacher design team (TDT) can be described as a group of two or more (student) teachers or teacher educators who (re-)design curriculum materials together (Handelzalts, 2009).…”

Assessing Pre-service English as a Foreign Language Teachers’ Technological Pedagogical Content Knowledge

“…Many transformational technological developments have occurred since the advent of the PCK framework at a time when ICT tools like computers were just making an appearance in schools. Due to many developments in ICT over the last decade, teacher education programs must train the 21st century teachers in a way that enables them to possess skills and experience as well as the knowledge required to effectively integrate technology into their teaching (Alayyar, Fisser, & Voogt, 2012;Jamieson-Proctor, Finger, & Albion, 2010;Koehler, Mishra, & Yahya, 2007;Mishra & Koehler, 2006). Mishra and Koehler (2006) designed the TPACK framework to explain the dynamic relationships among content knowledge, pedagogical knowledge, and technology knowledge.…”