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

A systematic review of TPACK research in primary mathematics education DOI Creative Commons
Mao Li, Colleen Vale, Hazel Tan

et al.

Mathematics Education Research Journal, Journal Year: 2024, Volume and Issue: unknown

Published: May 3, 2024

Abstract This study is a systematic review of Technological Pedagogical and Content Knowledge (TPACK) studies concerning primary mathematics education published between 2005 2022. The aim the was to identify common features previous TPACK research on gaps based their contexts. used Preferred Reporting Items for Systematic Reviews Meta-Analyses (PRISMA) procedure investigate TPACK-related during last 17 years in domain evaluate characteristics instruments education. We identified five foci these research: designing lessons, evaluating teachers’ knowledge integrating digital technologies, assessment, training programs, informing professional development program designs. Findings from this literature can assist educators better programs help teachers improve ability integrate technology into classroom teaching. Also, findings researchers locating that are appropriate relevant research. Finally, we argue there gap how measure TPACK, design instrument includes contextual factors, develop TPACK-oriented teacher teachers.

Language: Английский

Citations

10
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
Teaching Mathematics with Technology: TPACK and Effective Teaching Practices DOI Creative Commons
Christopher R. Rakes, Michele L. Stites,

Robert N. Ronau

et al.

Education Sciences, Journal Year: 2022, Volume and Issue: 12(2), P. 133 - 133

Published: Feb. 18, 2022

This paper examines how 17 secondary mathematics teacher candidates (TCs) in four university preparation programs implemented technology their classrooms to teach for conceptual understanding online, hybrid, and face classes during COVID-19. Using the Professional Development: Research, Implementation, Evaluation (PrimeD) framework, TCs, classroom mentor teachers, field experience supervisors, faculty formed a Networked Improvement Community (NIC) discuss commonly agreed upon problem of practice change idea implement classroom. Through Plan-Do-Study-Act cycles, participants documented improvement efforts refinements then reported back NIC at subsequent monthly meeting. The Technology Pedagogical Content Knowledge framework (TPACK) TPACK levels rubric were used examine Mathematics understanding. Classroom Observation Protocol Practices (MCOP2) was further effective teaching practices (e.g., student engagement) by TCs. MCOP2 results indicated that TCs increased use practices. However, growth not significant. A relationship between evident, indicating potential need explicit focus on using

Language: Английский

Citations

34
Validating a context-specific TPACK scale for primary mathematics education in China DOI
Mao Li, Muhamad Gina Nugraha

International Electronic Journal of Mathematics Education, Journal Year: 2025, Volume and Issue: 20(2), P. em0819 - em0819

Published: Feb. 7, 2025

This study presents the validation of a Technological Pedagogical Content Knowledge (TPACK) scale tailored explicitly for primary mathematics teachers in China. Recognizing gap context-specific TPACK assessment tools, research aims to provide an instrument that aligns with unique educational landscape Utilizing established scales as prototypes, integrates distinctive construct contextual knowledge encapsulate interplay between technology, pedagogy, content, and Chinese teaching context. A sample 315 from Chongqing, China, participated this study. The scale’s reliability validity were rigorously tested using Cronbach’s alpha confirmatory factor analysis (CFA), ensuring its robustness applicability. findings show high internal consistency, strong indicated by alpha. CFA confirmed structural validity, most fit indices meeting good criteria. Convergent discriminant also demonstrated effectiveness assessing competencies needed integrating technology into teaching. study’s main contribution is development education. advances theoretical understanding China offers practical implications teacher education, curriculum design, policy, emphasizing importance context-sensitive tools.

Language: Английский

Citations

0
Modeling Student Teachers’ Self-Regulated Learning of Complex Professional Knowledge: A Sequential and Clustering Analysis with Think-Aloud Protocols DOI
Lingyun Huang

Computers & Education, Journal Year: 2025, Volume and Issue: unknown, P. 105310 - 105310

Published: March 1, 2025

Language: Английский

Citations

0
La competencia digital y la autoeficacia en docentes de educación superior, el rol de las variables de edad y género DOI Creative Commons
Damarys Roy Sadradín, Cristián Céspedes,

Carolina Chacana Yordá

et al.

European Public & Social Innovation Review, Journal Year: 2025, Volume and Issue: 10, P. 1 - 20

Published: Jan. 31, 2025

Introducción: Este manuscrito analiza datos recopilados de estudiantes del Magíster en Docencia Educación Superior la Universidad Andrés Bello, Chile. La revolución tecnológica ha transformado educación superior, destacando su relevancia durante pandemia COVID-19. Metodología: investigación cuantitativa comparó autoeficacia y competencia digital percibida entre 333 egresados programa, evaluando confianza capacidad para realizar tareas tecnológicas percepción competencias digitales. Resultados: Los resultados revelaron una correlación positiva significativa digital, sin que el género ni edad moderaran estos efectos. Discusión: El estudio destaca importancia fortalecer los programas formación docente, mejorando las digitales educadores adaptarse a cambios educativos contemporáneos. Conclusiones: Es crucial integrar desarrollo capacitando uso tecnologías enseñanza más efectiva adaptativa.

Citations

0
Technological pedagogical content knowledge: Exploring new perspectives DOI Creative Commons
Rafael Winícius da Silva Bueno, Margaret L. Niess, Ruhşen ALDEMİR ENGİN

et al.

Australasian Journal of Educational Technology, Journal Year: 2023, Volume and Issue: unknown, P. 88 - 105

Published: March 2, 2023

Recognising the challenges involved in understanding knowledge that teachers need to develop use technology their teaching dynamics, we examined prior research has not clearly revealed strategic changes for teacher preparation digital age. The goal was expand on current understandings of nature technological pedagogical content (TPCK/TPACK) and provide a launchpad future by educators as they contemplate revisions education better prepare them To do so, conducted qualitative meta-synthesis research. Within this context, identified interpretations comprehensions pushed us forward defence new perspectives knowledge, regarding comprehension TPCK/TPACK transformative homogenous knowledge; TPCK/TPACK’s levels development, including first level; redesigning education. Implications practice or policy: teach, teachers’ should understand homogeneous knowledge. Teachers’ training programmes realize often are aware possibilities using technologies teach. Teachers have access continuous learning keep developing own during entire career. individual process something standardised.

Language: Английский

Citations

10
How to Assess Mathematics Teachers’ TPACK? A Comparison Between Self-Reports and Knowledge Tests DOI Creative Commons
Alina Kadluba, Andreas Obersteiner

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

Published: Aug. 6, 2024

Abstract Teachers need technology-related knowledge to effectively use technology in the classroom. Previous studies have often used self-reports assess such knowledge. However, it is questionable whether are valid measures for this purpose. This study investigates how mathematics teachers’ correlate with their scores a paper–pencil test regarding TPCK (technological pedagogical content knowledge), CK (content (PCK), and technological (TK). Participants were $$N = 173$$ N = 173 pre- in-service teachers. To self-reports, we adapted an existing survey from literature. We also compiled based on items instruments. increase comparability between two instruments, both self-report addressed specific topic of fractions. The four subscales instruments had sufficient reliability. correlations low or very all $$\left(r=.00-.23\right)$$ r . 00 - 23 , suggesting that captured different underlying constructs. While tests seem more suitable assessing knowledge, may be influenced strongly by participants’ personal traits as self-efficacy. Our findings raise concerns about validity professional distinct assessment recommend researchers should cautious when interpreting rely externally assessed tests.

Language: Английский

Citations

2
TPACK development model for pre-service mathematics teachers DOI
Ruhşen ALDEMİR ENGİN, Derya Karakuş, Margaret L. Niess

et al.

Education and Information Technologies, Journal Year: 2022, Volume and Issue: 28(4), P. 4769 - 4794

Published: Oct. 24, 2022

Language: Английский

Citations

12
Instruments for Measuring Pre-service Mathematics Teachers‘ TPACK Skill in Integrating Technology: A Systematic Literature Review DOI Open Access
Naufal Ishartono,

Siti Hajar Binti Halili,

Rafiza Abdul Razak

et al.

International Journal of Information and Education Technology, Journal Year: 2023, Volume and Issue: 13(8), P. 1177 - 1191

Published: Jan. 1, 2023

A Systematic Literature Review (SLR) was undertaken by many researchers to examine studies that examined Pre-Service Mathematics Teachers’ technology integration skills in the Technological Pedagogical Content Knowledge (TPACK) framework. However, there has been little SLR research analyzes tools employed earlier measure these skills. As a result, this investigates instruments used assess (PSMTs) TPACK integrating during teaching practice addressing three issues: 1) what have previous PSMTs’ technology? 2) are frequently as references? and 3) other frameworks combined with measurement? This study adhered PRISMA guidelines based on Scopus Web of Science databases. filtered out 17 papers total. According findings study, questionnaire is most commonly utilized instrument studies. The best appropriate created Schmidt et al. Finally, attitude perception heavily incorporated into testing PSMTs. Future can use determine for

Language: Английский

Citations

5