How much C is in TPACK? A systematic review on the assessment of TPACK in mathematics DOI Creative Commons
Alina Kadluba, Anselm Strohmaier, Christian Schons

et al.

Educational Studies in Mathematics, Journal Year: 2024, Volume and Issue: unknown

Published: Oct. 7, 2024

Abstract Teachers need technological pedagogical content knowledge (TPACK) for teaching with technology, and its assessment is crucial research practice. Previous literature reviews on TPACK were not specific to a area (e.g., mathematics), although, by definition, the framework includes content-specific facets. Consequently, requirements could differ depending content. Further, reliable of mathematics-specific depends quality test instruments used, but there no consensus type used in past studies. This systematic review adds existing focusing mathematics, investigating study characteristics , instrument operationalizations TPACK. Regarding characteristics, findings reveal an increase number studies conducted across various countries worldwide. As researchers frequently self-developed assess TPACK, often without providing information reliability or validity measures. operationalizations, more than half self-report scales followed observations material analyses, while tests hardly used. Additionally, assessments typically referred domain mathematics as whole instead subdomains mathematics. The results raise questions regarding comparability

Language: Английский

Development of a TPACK Educational Program to Enhance Pre-service Teachers’ Teaching Expertise in Artificial Intelligence Convergence Education DOI Creative Commons
Seong-Won Kim

International Journal on Advanced Science Engineering and Information Technology, Journal Year: 2024, Volume and Issue: 14(1), P. 1 - 9

Published: Feb. 7, 2024

This research focuses on developing an Artificial Intelligence (AI)-based educational program within the Technological Pedagogical Content Knowledge (TPACK) framework to enhance competency of pre-service teachers in AI convergence education. To assess effectiveness this program, South Korean participated a study where they engaged TPACK Freshman students were divided into two groups: one received traditional education, while other took part program. An evaluative tool was used measure AI-convergence teaching skills these teachers. The results revealed that significantly contributed capabilities among participants. Furthermore, comparative analysis demonstrated substantial advantage education who compared those alone. Notably, most significant improvements observed (PCK) and TPACK, which identified as critical components expertise. underscores importance tailored comprehensive approach training ever-evolving landscape It highlights enhancing teachers' emphasizes pivotal role PCK preparing educators for AI-integrated environments.

Language: Английский

Citations

8
Teachers’ technological pedagogical content knowledge (TPACK) as a precursor to their perceived adopting of educational AI tools for teaching purposes DOI
Orit Oved, Dorit Alt

Education and Information Technologies, Journal Year: 2025, Volume and Issue: unknown

Published: Jan. 25, 2025

Language: Английский

Citations

0
Mapping routes from teacher identity to TPACK: mediating roles of technostress, belief and competency DOI
Pınar Güner, Çiğdem Kılıç, Eyüp Sevimli

et al.

Social Psychology of Education, Journal Year: 2025, Volume and Issue: 28(1)

Published: Jan. 22, 2025

Language: Английский

Citations

0
In-service teachers’ mathematical work on quadrilaterals and their technological knowledge DOI Open Access
Jesús Victoria Flores Salazar, Morella Cristina Théry Romero, Verónica Neira Fernández

et al.

Eurasia Journal of Mathematics Science and Technology Education, Journal Year: 2025, Volume and Issue: 21(3), P. em2604 - em2604

Published: March 3, 2025

This article aims to analyze the mathematical work of teachers, associated with their technological knowledge (TK) quadrilaterals teaching. The research subjects are secondary mathematics teachers. study uses as a basis pedagogical content model and theory working spaces. It follows qualitative methodology case method. Mathematics teachers interact digital artifacts increase TK in development by solving task on students would. presents analysis involving construction quadrilateral using GeoGebra. revealed that was favored developing confidence use GeoGebra since this technology implies recognizing importance exploring visualizing representations objects.

Language: Английский

Citations

0
Enhancing Pre-Service Mathematics Teachers' Competencies in Distance Education: An Empirical Investigation Utilizing Micro-Teaching and Peer Assessment DOI
İpek Saralar-Aras, Habibe Güneş

International Journal of Science and Mathematics Education, Journal Year: 2024, Volume and Issue: unknown

Published: Sept. 13, 2024

Language: Английский

Citations

2
Enhancing technological pedagogical content knowledge of prospective teachers through mathematics lesson plan development DOI
İpek Saralar-Aras, Belma Türker Biber

Education and Information Technologies, Journal Year: 2024, Volume and Issue: unknown

Published: Jan. 9, 2024

Language: Английский

Citations

1
Unveiling the TPACK pathways: Technology integration and pedagogical evolution in rural South African schools DOI Creative Commons
Brian Shambare, Clement Simuja

Computers and Education Open, Journal Year: 2024, Volume and Issue: 7, P. 100206 - 100206

Published: Aug. 8, 2024

The rural schooling environment in the Global South, such as South Africa, faces unique challenges due to low socio-economic status, lack of resources and poor funding. frequent integration technologies favoured by these teachers suggests, consciously or unconsciously, development technological pedagogical content knowledge (TPACK). However, process construction this specialized remains largely unknown. It is also unclear how TPACK evolves schools particularly those who did not receive formal informal technology instruction during their initial teacher training through professional training. This study adopted Vygotsky's socio-cultural theory Koehler Mishra's framework collected data questionnaires, semi-structured interviews sharing circles. Findings revealed that while show varying levels TPACK, context-specific, dynamic nature was evident, often developed incrementally informally. chapter indicates despite absence structured training, have begun integrate into pedagogy knowledge. uneven emerging driven personal initiative. concludes for effective integration, programs should encompass TPACK's nuanced, contextual, evolving aspects. Implications suggest mentoring continuous are essential enhance teachers' skills, thereby improving teaching learning settings. underscore importance establishment supportive school cultures nurture contributing evolution African schools.

Language: Английский

Citations

1
Profiling mathematics teacher educators' readiness for digital technology integration: evidence from Zambia DOI Creative Commons
Angel Mukuka, Jogymol Kalariparampil Alex

Journal of Mathematics Teacher Education, Journal Year: 2024, Volume and Issue: unknown

Published: Sept. 4, 2024

Language: Английский

Citations

1
Comparison of pre- and in-service primary teachers’ dispositions towards the use of ICT DOI Creative Commons
Lars Jenßen, Katja Eilerts, Frederik Grave-Gierlinger

et al.

Education and Information Technologies, Journal Year: 2023, Volume and Issue: 28(11), P. 14857 - 14876

Published: April 19, 2023

Abstract There is widespread agreement, that today’s students must develop competencies in the efficient use of information and communication technology (ICT) to cope with demands 21st century. To meet this requirement, teachers integrate ICT into their classroom activities on a regular basis. Studies have shown correlates level professional knowledge affective-motivational dispositions (such as emotions self-efficacy) teachers. However, relations between these extent which differ pre- in-service not yet been investigated. Hence, present study examines 148 German pre-service 132 primary school geometry classes tests for differences groups. end, series path models investigated basis control-value theory quantitative study. Results invariance testing revealed only minor dispositions: For negative correlation assumed value teaching regarding was found. The same does hold true Apart from difference, however, two groups were very similar. It can therefore be concluded learning opportunities do need greatly

Language: Английский

Citations

2
Does Individual Innovativeness Influence TPACK Development?: The Case of Pre-service EFL Teachers in Türkiye DOI Open Access
Taibe Kulaksız

˜The œAustralian journal of teacher education, Journal Year: 2023, Volume and Issue: 48(3)

Published: Jan. 1, 2023

: This study aims to investigate how pre-service EFL teachers’ individual innovativeness levels affect their TPACK development during an educational technology course. Employing a quasi-experimental research design, the participants were 59 teachers. The course followed Diffusion of Innovation Theory steps. Analyzing data, and scales implemented as pre- post-tests. results showed significant increase in participants' TPACK, while did not exhibit change Although there was notable difference teachers' initial based on innovativeness, this no longer end. Education for is critical bridging knowledge gap arising from differing levels.

Language: Английский

Citations

2