Exploring relationships among TPACK components and development of the TPACK instrument

Pamuk, Sönmez; Ergün, Mustafa; Çakır, Recep; Yılmaz, Hülya; Ayas, Cemalettin

doi:10.1007/s10639-013-9278-4

Cited by 135 publications

(114 citation statements)

References 18 publications

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“…In the literature, it was seen that a number of TPACK scales have been developed or adapted to different groups of participants including pre-service (Baran & Canbazoglu-Bilici, 2015;Canbazoglu-Bilici, Yamak, Kavak & Guzey, 2013;Cetin & Erdogan, 2018;Dikkartin-Ovez & Akyuz, 2013;Kaya & Dag, 2013;Koehler & Mishra, 2005;Pamuk, Ergun, Cakir, Yilmaz & Ayas, 2015;Sancar-Tokmak, Incikabi & Ozgelen, 2013;Schmidt et al, 2009;Zelkowski et al, 2013) and teachers (Altun, 2013;Lee & Tsai, 2010) to investigate pre-service and in-service teachers' TPACK and its relation with different variables. As it can be seen in the literature, many of the studies concentrated on assessing pre-service teachers' understanding of TPACK but there are a few studies that focused on TPACK of teachers and basically mathematics teachers'.…”

Section: Pedagogical Content Knowledge (Pck)mentioning

confidence: 99%

Technological Pedagogical Content Knowledge of Mathematics Teachers and the Effect of Demographic Variables

Özüdoğru

2019

CONT ED TECHNOLOGY

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With increasing global requirements for the use of technological tools and resources in K-12 settings, there is a need to examine the technological pedagogical content knowledge (TPACK) levels of mathematics teachers because technology use in class may enhance students' engagement and motivation in learning mathematics. Hence, the purpose of this study was to develop and validate a TPACK scale to be used in investigating mathematics teachers' knowledge levels in TPACK components, and investigate if mathematics teachers' TPACK levels differed in terms of gender, teaching experience and level of school. This study is based on survey research design. Data were collected from 202 mathematics teachers in the spring semester of 2016-2017 academic year. MANOVA was used for data analysis. As a result of exploratory and confirmatory factor analysis, the TPACK instrument was developed as a valid and reliable 39-item 5-point Likert scale consisting of six scales: 1. Technological Knowledge, 2. Pedagogical Knowledge, 3. Content Knowledge, 4. Technological Content Knowledge, 5. Pedagogical Content Knowledge and 6. TPACK. The results also revealed that there were significant differences between gender and technological knowledge domain in favor of male teachers. However, it was found that teaching experience and level of school had no significant effect on TPACK domains.

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Section: Pedagogical Content Knowledge (Pck)mentioning

confidence: 99%

Technological Pedagogical Content Knowledge of Mathematics Teachers and the Effect of Demographic Variables

Özüdoğru

2019

CONT ED TECHNOLOGY

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“…Lau (2018) suggested that extended research of SMU in an academic setting and specific domain should be identified as an area for future research, especially in the context of Science Education. Previous studies (Kaya, Kaya, & Emre, 2013;Lin, Tsai, Chai, & Lee, 2013;Pamuk, Ergun, Cakir, Yilmaz, & Ayas, 2015;Schmidt et al 2009) supported that TPACK could be domainspecific. Therefore, in this study, this research would analyze the association between prospective science teachers' demographic characteristics, SMU in their school activities, and their TPACK Self-efficacy in the Indonesian context.…”

Section: Gaps In the Literaturementioning

confidence: 87%

“…Technological Knowledge (TK) generally includes knowledge on a wide variety of different technologies from simple technology such as a pen to advance technology (Archambault & Crippen, 2009;Ozden, Mouza, & Shinas, 2016;Schmidt et al, 2009). However, TK in the TPACK framework only specifically includes technology associated with digital platforms and computers (Mishra & Koehler, 2006).…”

Section: Tpack Frameworkmentioning

confidence: 99%

The Correlation Between Social Media Usage in Academic Context and Self-Efficacy Towards TPACK of Prospective Science Teachers in Indonesia

Setiawan¹,

Phillipson

2020

J. Sci. Learn.

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The purpose of this study is to investigate the relationship between the frequency of Social Media Usage (SMU) in an academic setting and Self-efficacy beliefs towards TK, TCK, TPK, and TPACK of Indonesian prospective science teachers. This research is quantitative based-research design using a self-administered survey. The research was conducted during the second semester of the academic year 2018/2019 from October to November 2018 in the Faculty of Mathematics and Natural Science of a State University located in Semarang City, Indonesia. The sample consists of 217 Indonesian prospective science teachers from the science and Biology Education Department. The result shows that the average Social Media Usage frequency has a statistically high correlation with TK Self-efficacy, TPK, and TPACK. However, in general, it does not correlate with TCK. Second, Social Media Usage for Download Media (DM), Searching Information (SI), and Entertainment and Motivation (EM) generally have a statistically medium correlation with TK, TPK, and TPACK for both male and female participants. Third, Social Media Usage for professional development (PD) has a medium correlation with TK and high correlation with TPK and TPACK. This study implies that training focuses on the application of social media in teaching, and learning should be integrated to improve Indonesian Prospective Science Teachers' TPACK.

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“…El modelo indica que existentes tres fuentes de conocimiento: disciplinar, pedagógico y tecnológico, que en interacción deben establecer las guías que debe seguir los planes de formación y en consecuencia en no centrarse únicamente en los aspectos instrumentales. Aunque revisiones del modelo recientes realizadas del modelo mediante el sistema de ecuaciones estructurales (Ay, Karada y Acat, 2015;Pamuk, Ergun, Cakir, Yilmaz, y Ayas, 2015), han puesto de manifiesto su debilidad para explicar algunas de las interacciones que se dan entre las tres dimensiones del modelo (tecnológica, pedagógica y de contenido). De todas formas, sigue siendo una propuesta válida y útil para la replantear la acción formativa de los docentes (Cejas, Navío y Barroso, 2016; Cabero-Almenara y Barroso, 2016).…”

Section: Marco Teóricounclassified

Tipologías para la Innovación tecnológica en Docentes de Educación Superior a partir de un análisis de conglomerados: un estudio exploratorio

Muñoz¹,

Zamorano²,

Araneda³

et al. 2017

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ResumenEn el artículo se analizan las visiones que los docentes tienen respecto a las TIC, y el proceso formativo por el cual pasa para la incorporación de las TIC a su práctica profesional. Concretamente persigue "estudiar si existen diferentes tipologías de docentes respecto a la utilización de las TIC", y para ello se lleva a cabo una investigación con 370 docentes de todas las carreras y sedes de la Institución de Educación Superior de Chile (INACAP). Para la investigación se construyó un instrumento de recogida de información, elaborado a partir del ECAR Study of Undergraduate Students and Technology y de las dimensiones "utilidad percibida" y "facilidad de utilización" del "Technological Acceptance Model" (TAM). El índice de fiabilidad se obtuvo mediante el coeficiente alfa de Cronbach y alcanzó un valor de 0,927. El análisis estadístico utilizado fue el multivariante de clústers. El resultado del estudio permite diferentes aportaciones, tanto a nivel conceptual, como pragmático e institucional, ya que permite perfilar la toma de decisiones tanto para la integración de las tecnologías, como para establecer planes de formación. Por lo que se refiere a la tipología del docente respecto a las TIC, se han encontrado cuatro grupos, dos con presencia fuerte (la mayoría temprana -63%) y mediana presencia (adaptación temprana -30%), y dos con una presencia débil (rezagados -4% e innovadores -3%).

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Exploring relationships among TPACK components and development of the TPACK instrument

Cited by 135 publications

References 18 publications

Technological Pedagogical Content Knowledge of Mathematics Teachers and the Effect of Demographic Variables

Technological Pedagogical Content Knowledge of Mathematics Teachers and the Effect of Demographic Variables

The Correlation Between Social Media Usage in Academic Context and Self-Efficacy Towards TPACK of Prospective Science Teachers in Indonesia

Tipologías para la Innovación tecnológica en Docentes de Educación Superior a partir de un análisis de conglomerados: un estudio exploratorio

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