TPACK to GPACK? The examination of the technological pedagogical content knowledge framework as a model for global integration into college of agriculture classrooms

Urban, Emily; Navarro, Maria; Borron, Abigail

doi:10.1016/j.tate.2018.03.013

Cited by 20 publications

(12 citation statements)

References 13 publications

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“…The important role of technology in today's society [1] should be to improve the training processes in different learning spaces generated in a digital era [2]. Educational technology must be used from a pedagogical perspective and exported to the different subjects that constitute educational curricula [79]. Thus, the novelty of this study consists in implementing the flipped learning method in the area of physical education, and also, as demonstrated by the beneficial results, developing the subject and acquiring the content by students.…”

Section: Discussionmentioning

confidence: 99%

Academic Effects of the Use of Flipped Learning in Physical Education

Lucena

Belmonte

Cabrera

et al. 2019

IJERPH

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The technological characteristics of today’s society have favored the inclusion of information and communication technology (ICT) and the emergence of new training methodologies in educational spaces. This study addresses flipped learning as an innovative approach in the teaching and learning processes of physical education at two educational stages, primary and secondary education. The objective of this study is to analyze the effectiveness of flipped learning with respect to traditional methodology. A descriptive and correlational experimental research design was used through a quantitative perspective. Two study groups were established, one control (traditional methodology) and one experimental (flipped learning) in each educational stage. A total of 119 students from an educational center in Ceuta (Spain) participated. These participants were chosen intentionally. The data were collected through a questionnaire. The results show that the experimental group obtained better evaluations in the academic indicators, highlighting the motivation, autonomy, and interactions between the different agents. Regarding the effectiveness of flipped learning according to the educational stage, its potential was demonstrated in both stages, highlighting a significant improvement in autonomy in secondary education.

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Section: Discussionmentioning

confidence: 99%

Academic Effects of the Use of Flipped Learning in Physical Education

Lucena

Belmonte

Cabrera

et al. 2019

IJERPH

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“…The findings seem to agree with previous studies (e.g. Salas-Rueda, 2020;Han et al, 2019;Urban, Navarro, & Borron, 2018) who posited that higher learning institutions are integrating digital devices, innovative applications and web platforms into university learning activities to improve the teaching and learning conditions. Hence, pre-service teachers in Clusters with low scores are more likely to display low skill levels in the use of technological applications, digital tools and the adoption of social media with respect to mathematics teaching-learning processes.…”

Section: Social Media-a Tool For Teaching and Learningsupporting

confidence: 91%

Pre-service mathematics teachers' social media usage and its perceived impact on their personal, academic and teaching careers

Mulenga¹

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Social media technologies have reshaped our lives today and Zambian teachers do a massive use of smart phones, tablets and other portable tools. In addition, they are continually searching for forefront innovations. Frequently, the utilization of these gadgets is not in manners foreseen by innovation advocates. This study focuses on exploring the use and the impact of such social media technologies in the teaching and learning of mathematics by Zambian pre-service (student) teachers. Globally, many studies have been conducted on the integration and benefits of social media in and out of the classrooms (see e.g. Tess, 2013). However, the global studies cannot be straightforward applied to the Zambian context and this is why we see the need of focusing on Mathematics Education. This study endeavoured to lessen the knowledge gap. Therefore, this study focuses on providing a deep insight into the way social media technologies are influencing the teaching and learning of mathematics at the Copperbelt University (CBU) as well as to identify which paths are open (or closed) to take into account in the future to improve both processes. Thus, a first target of this study is to explore the role social media is playing (and might play) in Mathematics Education via social networking among student teachers. A second target of the research is to explore aspects of university pre-service teachers' related online activities that might motivate them to participate in learning. Lastly, the author wish to open a discussion on the question of whether and how the use of social media tools may have an impression on the set of 21st century skills by both learners and teachers.To explore student teachers' use of social media in their teaching and learning experiences, the author administered an adapted and validated research instrument via a mixed-methods survey system to a sample of 102 pre-service teachers from the Copperbelt University. Analysis of variance and multiple regression analysis were used to test the inter-play of relationships between pre-service teachers' attitudes towards the use of social media based on year of study and gender, social media use and classroom integration, social media use and mathematics pedagogy. Further, a statistical test was run to show whether positive correlations existed or not. K-means cluster analysis was used to organize data into clusters. The goal was to find out how many groups the data will be clustered into and explore the patterns in the data. Results

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“…The projection that contemporary society has experienced as a result of the continuous advances in resources, means, and technological infrastructures [86] must be exported to the educational field with the purpose of improving the instructional actions that take out in the learning spaces [1]. Innovation must be approached from a pedagogical point of view, not only as a means, but as a technopedagogical resource to achieve more efficient learning in the different subjects that articulate every educational system [87].…”

Section: Discussionmentioning

confidence: 99%

Formative Transcendence of Flipped Learning in Mathematics Students of Secondary Education

et al. 2019

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Educational technology is achieving great potential in the formative processes of today's society. Flipped learning is considered as a pedagogical innovation derived from the technological influence in learning spaces. The general objective of the research is to analyze the effectiveness of flipped learning on a traditional teaching and learning approach in the subject of Mathematics. To achieve this objective, an experimental design of a descriptive and correlational type has been followed through a quantitative research method. Two study groups have been set up. In the control group, the contents have been imparted from a traditional perspective, and in the experimental group, innovation has been applied through the use of flipped learning. The sample of participants has been chosen by means of intentional sampling and reached the figure of 60 students in the 4th year of Secondary Education at an educational center in Ceuta (Spain). A questionnaire has been used for data collection. The results reflect that the application of flipped learning has obtained better assessment in established attitudinal and mathematical indicators. It is concluded that with the use of flipped learning, motivation and skills are increased in the analysis and representation of graphs. flipped learning has many followers around the world. This methodology is carried out by thousands of teachers in their classrooms and has obtained the confidence of many pedagogues for its effectiveness in the development of educational processes and for the achievement of objectives [14][15][16].At the educational level, flipped learning is considered a mixed process that involves both online teaching and face-to-face teaching [17]. This involves an exchange of roles between educational agents. The teacher goes from being the protagonist to being in charge of guiding and guiding the student's instructional process through both face-to-face and virtual tutoring of the students, and also becomes the creator of audiovisual teaching materials [18,19]. This methodology requires turning around the daily didactic processes to which we are accustomed, that is, with flipped learning, the student visualizes and assimilates the contents in their home or in any place and medium that allows them to access audiovisual resources before going to school [20]. Therefore, students acquire content knowledge through instructional materials prepared by teachers through multimedia resources (i.e., videos, simulations, activities, online lectures) provided on a digital platform [21]. This technology platform and online learning environment in flipped instruction allows students the affordance of additional time and space to practice, deepen content knowledge, and apply problem solving beyond the face-to-face in-class learning environment [22][23][24][25].This technopedagogical approach focuses its main action on reversing the spatiotemporal factor and the way in which the educational action takes place [26,27]. On the one hand, the face-to-face teaching period is invested in...

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TPACK to GPACK? The examination of the technological pedagogical content knowledge framework as a model for global integration into college of agriculture classrooms

Cited by 20 publications

References 13 publications

Academic Effects of the Use of Flipped Learning in Physical Education

Academic Effects of the Use of Flipped Learning in Physical Education

Pre-service mathematics teachers' social media usage and its perceived impact on their personal, academic and teaching careers

Formative Transcendence of Flipped Learning in Mathematics Students of Secondary Education

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