“Start from scratch”: Integrating computational thinking skills in teacher education program

Thinking Skills and Creativity, Journal Year: 2023, Volume and Issue: 48, P. 101285 - 101285

Published: March 17, 2023

Language: Английский

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Trend of Technology Pedagogical Content Knowledge (TPACK) Research in 2012-2022: Contribution to Science Learning of 21st Century

Jurnal Penelitian Pendidikan IPA, Journal Year: 2023, Volume and Issue: 9(5), P. 39 - 47

Published: May 31, 2023

The use of TPACK in 21st Century Science learning can facilitate teachers and students to be more active make it easier for have the expected 21st-century competencies. This study aims identify analyze research trends science form documents, classification journal rankings, authors their country origin, keywords. is qualitative research. data used this were obtained from documents indexed by Google Scholar 2012-2022 using Publish or Perish dimension.ai. Research procedures PRISMA guidelines. Methods analysis bibliometric assisted VOSviewer software. results show that trend writing articles has increased significantly 2016 2020. Most journals contain about are Educational Information Technologies Computers & Education. density mapping themes rarely researched ICT investigation, curriculum, effectiveness, teacher knowledge, foreign language, education, instrument.

Language: Английский

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The impact of the design thinking model on pre-service teachers’ creativity self-efficacy, inventive problem-solving skills, and technology-related motivation

International Journal of Technology and Design Education, Journal Year: 2023, Volume and Issue: 34(1), P. 167 - 190

Published: Jan. 18, 2023

Language: Английский

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Predicting the development of digital media PCK/TPACK: The role of PCK, motivation to use digital media, interest in and previous experience with digital media

Computers & Education, Journal Year: 2023, Volume and Issue: 206, P. 104900 - 104900

Published: Aug. 23, 2023

In today's digital age, incorporating technology in teaching has become increasingly important. To prepare future teachers, understanding the factors that influence development of teachers' corresponding knowledge base is crucial. However, not only there a small number studies investigating pre-service professional knowledge, but these also predominantly rely on cross-sectional and/or self-reported data. This pre-post study investigated associated with media Pedagogical Content Knowledge (PCK) physics teacher education through seminar-based approach N = 66 teachers (PSTs). Investigated include PSTs' PCK about students' conceptions (PCK-SC), general motivation to use media, interest and previous experience media. The findings suggest strong foundation various aspects essential for PCK, as PCK-SC proven be positive predictor PTSs' PCK. Surprisingly, found higher negatively affects suggesting excessive may hinder acquisition Additionally, positively influenced while had negative impact its development. suggests research should focus PSTs identifying proficiency levels needed It emphasizes importance considering both, cognitive affective preparation, seminars solely adequate fostering effective integration. recommends integration situated at later stages or after introductory courses cover other facets Furthermore, integrated addressing multiple alongside could explored research. Overall, this provides insights into influencing avenues further improve practices enhanced student learning outcomes.

Language: Английский

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Unraveling TPACK: Investigating the inherent structure of TPACK from a subject-specific angle using test-based instruments

Computers & Education, Journal Year: 2024, Volume and Issue: 217, P. 105040 - 105040

Published: March 18, 2024

Against the backdrop of digitalization, it is imperative to provide pre-service teachers with adequate training opportunities foster their professional knowledge regarding technology integration in teaching-learning situations. However, date, only limited insights into empirical nature such – often subsumed under term Technological Pedagogical and Content Knowledge (i.e., TPCK) are possible given heterogeneity prior research investigating relationship between different components. This likely due predominant use self-reports previous studies. this background, present study pursued two goals. The first goal was investigate TPCK among teachers, utilizing test-based instruments explore TPCK's from a subject-specific angle, that is, its (PCK) (TK). Given widespread self-reports, study's second examine self-reported TPCK, exploring associated factors (e.g., teachers' gender, experience teaching technologies school, or metacognitive accuracy) may explain why both measures linked weakly. Findings reveal PCK TK statistically predicted similar extent highlighting integrated TPCK. moderated by accuracy, but not gender experience. Together, these offer valuable guidance for refining teacher effective indicating need target also

Language: Английский

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Teachers’ self-reported and actual content-related TPACK – new results on their relation and gender differences

Computers and Education Open, Journal Year: 2024, Volume and Issue: 7, P. 100205 - 100205

Published: July 20, 2024

Measuring Technological Pedagogical and Content Knowledge (TPACK) in context is still a pertinent issue, as previously rather decontextualized self-reports have been the predominant measure, while knowledge test instruments are scarce. Self-reports can be interpreted general measures of performance-related self-beliefs. Still, due to contextualized nature TPACK potential biases, their use proxies for actual has criticized. may especially gender biased women often underestimate performance STEM subjects. Drawing on sample N = 161 mathematics in-service pre-service teachers, we aim analyze (i) structure self-reported (ii) relationship between knowledge. To this end, used instrument that infers amount separately each dimension from over multiple authentic demands teachers encounter teaching secondary school mathematics. The current study shows self-beliefs separated measured reliably. Although all show bivariate relations corresponding dimensions, changes PCK TPCK when other dimensions controlled. We interpret these findings TCK self-belief lesser degree CK seem calibrated according knowledge, primarily non-pedagogy-related Lastly, do not find but small effect with lower female dimensions.

Language: Английский

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Cambios en la formación docente en el marco del modelo TPACK considerando el concepto de ingeniería educativa

Revista InGenio, Journal Year: 2025, Volume and Issue: 8(1), P. 114 - 136

Published: Jan. 14, 2025

La rápida evolución tecnológica y la adopción de metodologías innovadoras están transformando el panorama educativo, afectando tanto a estudiantes como docentes. Este artículo busca aportar al conocimiento existente sobre integración tecnologías en formación docente, centrándose diseño un modelo capacitación para educadores basado marco TPACK (Knowledge Technological Pedagogical Content). El propuesto tiene objetivo optimizar proceso enseñanza-aprendizaje, mejorando preparación, ejecución evaluación educativa mediante uso recursos tecnológicos. investigación emplea enfoque cuantitativo tipo empírico-analítico, estructurado dos fases: primera, se realiza una revisión sistemática literatura identificar conceptos clave; segunda, evalúan los métodos encontrados, contextualizándolos dentro del delineando flujo modular formación. De 90 artículos analizados, seleccionaron 19 que abordan tecnología innovar enseñanza, lo permitió construir mapa conceptual con herramientas digitales apoyan labor docente diversas fases enseñanza. Los resultados indican 74 % docentes valora positivamente incorporación TPACK, refuerza su viabilidad práctica educativa. Finalmente, identifican áreas mejora proponen ajustes clave, inclusión nuevas herramientas, fortalecer implementación principios ingeniería

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Pedagogical content knowledge for simulations and mathematical modelling with digital tools: a quasi-experimental study with pre-service mathematics teachers

ZDM, Journal Year: 2025, Volume and Issue: unknown

Published: March 26, 2025

Language: Английский

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Robotics in early childhood STEM education (REC-STEMEd): The impact on preservice teachers’ attitudes and intentions toward computational thinking

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

Published: March 31, 2025

Language: Английский

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Impact of ICT integration on the development of vocational high school teacher TPACK in the digital age 4.0.

World Journal on Educational Technology Current Issues, Journal Year: 2022, Volume and Issue: 14(1), P. 103 - 116

Published: Jan. 31, 2022

To investigate the impact of integration information and communication technology (ICT) on development Technological Pedagogical Content Knowledge (TPACK) framework for Vocational High School teachers in Digital Era 4.0, this research will look at ICT. The evaluation Online Learning Implementation Plan (RPP) Computer Network Engineering Department even semester 2020/2021 academic year revealed ICT instructors' TPACK. design that was used a qualitative case study. study included 20 teacher participants from Private Schools who were majoring order to explore influence adoption their classrooms. Findings reveal integrating into TPACK framework, as measured by project, has positive teachers. Teachers are capable resolving issues arise during online learning activities providing assessment values appropriate students' skills performance. must provide more effective professionally targeted support training improve competence educate vocational students digital future, result these consequences. Considering demands educational curricula develop abilities face revolution is something government can consider. Keywords: vocational, ICT, TPACK, secondary school, engineering, curricula.

Language: Английский

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