ICT teacher training: a view of the TPACK model /Formación del profesorado en TIC: una visión del modelo TPACK

Abstract

This paper presents a study on the TPACK model (Technological Pedagogical Content Knowledge), which focuses on the assumption that in order to use ICTs effectively in teaching, the instructor must be trained in technological, content and pedagogical knowledge. In consequence, education, teacher training and professional development programmes should provide learning opportunities so that teachers can develop and put into action the three areas included in the model. To analyse the TPACK model of the teachers included in the study, a translation of an already developed instrument was applied; its reliability resulted in a Cronbach's alpha of .97. The sample was comprised of 1,368 people who conducted training activities related to education and technologies at universities in Spain, Argentina, Colombia, the Dominican Republic and Venezuela. The results reveal the need to stress not the technological aspects but the pedagogical and content knowledge, which is where the respondents earned the lowest scores.

Technological education in post-conflict Colombia: characteristics and challenges to be met

“…The suggested stages are part of a large number of publications, since similar aspects have been identified by researchers such as Esparza et al [12] who, in search of ICT solutions for various cases, have investigated the processes to be followed in a sequential manner, arriving at scenarios where they have even designed applications for children with learning problems in mathematics. A similar case can be observed with the experience of Brazilian teachers who, during a training process in Portugal, managed to find an option for migration to ICTs in planning, socialization and continuous follow-up [13].…”

Assessing the digital competence of educators in social studies: An analysis in initial teacher training using the TPACK-21 model

“…The results of this research are also in in line with studies that have also analysed this aspect (Roig-Vila, Mengual-Andrés, & Quinto-Medrano, 2015). While some authors have criticised the potential to downgrade pedagogical and disciplinary content knowledge in favour of the technological component in teacher training (Cabero & Barroso, 2016), participants in this study initially showed difficulties with integrating purely technological elements with those linked to a pedagogical and content-based approach.…”

“…As a whole, TPACK becomes a useful framework capable of describing the complex interaction of technological, pedagogical and content knowledge, encompassing these three areas in a simultaneous and comprehensive way . Mishra and Koehler's (2006) TPACK model is useful as a theoretical conceptualisation capable of substantiating an adoption of the digital competence of trainee teachers (in both initial and permanent lifelong training), but also as a useful assessment tool (Cabero & Barroso, 2016). The assessment proposals derived from this framework are numerous and not necessarily homogeneous, prioritising certain factors in order to develop specific questionnaires and other instruments (Chai, Koh, & Tsai, 2016).…”

Changes in Teacher Training within the TPACK Model Framework: A Systematic Review

“…Nowadays, this assumption is not only specified in several studies [21], but it has also been verified, thanks to the performed documentary review, that the TPACK model can promote the technological abilities and the pedagogical and disciplinary content in most of the developed researches. There is a need to expand the research on conceptual studies by applying specific technologies in certain areas of knowledge [32] and their specific content.…”