How are fashion merchandising curricula designed in the digital age? – Cross-cultural case study from the TPACK perspective DOI
Xun Sun, Jung Ha‐Brookshire, Caroline Kopot

et al.

International Journal of Fashion Design Technology and Education, Journal Year: 2024, Volume and Issue: unknown, P. 1 - 12

Published: Nov. 15, 2024

This study investigated what and how the curricula in fashion merchandising are being offered United States China context of digital transformation possible differences development due to cultural educational policy differences. The was grounded technological pedagogical content knowledge (TPACK) dimension theories. Two academic programmes eight courses were reviewed using qualitative research method case study. data coded, classified, analysed MAXQDA, incorporating quantitative interpretations. results revealed diverse ways for instructors incorporate TPACK-based design approaches highlighted between U.S. programmes. findings in-depth views significance TPACK on strategies potential challenges that educators face meeting industry's needs.

Language: Английский

Teachers’ AI-TPACK: Exploring the Relationship between Knowledge Elements DOI Open Access
Yimin Ning, Cheng Zhang, Binyan Xu

et al.

Sustainability, Journal Year: 2024, Volume and Issue: 16(3), P. 978 - 978

Published: Jan. 23, 2024

The profound impact of artificial intelligence (AI) on the modes teaching and learning necessitates a reexamination interrelationships among technology, pedagogy, subject matter. Given this context, we endeavor to construct framework for integrating Technological Pedagogical Content Knowledge Artificial Intelligence Technology (Artificial Intelligence—Technological Knowledge, AI-TPACK) aimed at elucidating complex interrelations synergistic effects AI pedagogical methods, subject-specific content in field education. AI-TPACK comprises seven components: (PK), (CK), AI-Technological (AI-TK), (PCK), (AI-TCK), (AI-TPK), itself. We developed an effective structural equation modeling (SEM) approach explore relationships teachers’ knowledge elements through utilization exploratory factor analysis (EFA) confirmatory (CFA). result showed that six all serve as predictive factors variables. However, different varying levels explanatory power relation AI-TPACK. influence core (PK, CK, AI-TK) is indirect, mediated by composite (PCK, AI-TCK, AI-TPK), each playing unique roles. Non-technical have significantly lower teachers compared related technology. Notably, (C) diminishes PCK AI-TCK. This study investigates within its constituent elements. serves comprehensive guide large-scale assessment AI-TPACK, nuanced comprehension interplay contributes deeper understanding generative mechanisms underlying Such insights bear significant implications sustainable development era intelligence.

Language: Английский

Citations

41
Teacher educators’ professional agency in facilitating professional digital competence DOI Creative Commons
Ilka Nagel, Gréta Björk Guðmundsdóttir, Hilde Wågsås Afdal

et al.

Teaching and Teacher Education, Journal Year: 2023, Volume and Issue: 132, P. 104238 - 104238

Published: July 6, 2023

This study builds on a comprehensive conceptualisation of teachers' professional digital competence (PDC) that goes beyond the use technology for teaching and learning. We investigate teacher educators' facilitation not only generic didactic but also profession-oriented transformative aspects. Drawing agency, we analysed interviews with educators in Norway. Most them neglected PDC The interplay competence, colleagues, task perception, course descriptions contributes to their facilitation. findings imply need move tool focus increase collaboration among educators.

Language: Английский

Citations

23
Running in circles: A systematic review of reviews on technological pedagogical content knowledge (TPACK) DOI Creative Commons
Mirjam Schmid, Eliana Brianza, Sog Yee Mok

et al.

Computers & Education, Journal Year: 2024, Volume and Issue: 214, P. 105024 - 105024

Published: March 1, 2024

Extensive research exists on the Technological Pedagogical Content Knowledge (TPACK) model and has led to a substantial number of systematic reviews meta-analyses. These publications vary greatly in their focus provide overviews specific aspects TPACK research. This paper aims consolidate these insights investigate following questions: What do literature meta-analyses reveal about current state art research? is methodological quality TPACK? study identified 21 2 eligible for analysis. Overall, review revealed that many recurring theoretical or issues framework remain unresolved. To address issues, needs simultaneously account complex, situated, dynamic nature clarify concept professional knowledge. The engenders several directions future research, including better operationalization knowledge, more experimental longitudinal studies, comprehensive measurement integration student learning as dependent variable TPACK.

Language: Английский

Citations

13
Is contextual knowledge a key component of expertise for teaching with technology? A systematic literature review DOI Creative Commons
Eliana Brianza, Mirjam Schmid, Jo Tondeur

et al.

Computers and Education Open, Journal Year: 2024, Volume and Issue: 7, P. 100201 - 100201

Published: July 8, 2024

The technological pedagogical content knowledge (TPACK) framework is a prominent for describing the teachers require teaching in digital era. Recently, component of "context" was officially recognized as an additional domain knowledge. Since then, this has started to gradually gain more attention TPACK research. Yet research on contextual (XK) appears somewhat sporadic, indicating need greater clarity construct. As representing educational contexts, role experience contexts emerges key point shedding light present systematic literature review aimed offer overview representations and functions associated with XK through lens investigated comparing empirical focusing preservice (less experienced) that inservice (more experienced). Systematically screening resulted final sample 15 studies conducted among 23 teachers. Records were analyzed qualitative codings quantitative comparisons these codes between two groups studies. Findings revealed consistent multifaceted structure across both teacher distinctive focus school-level factors In addition, groups, provided evidence confirming supporting teachers' practice, can be developed, relates other pedagogically relevant constructs. These findings are discussed regards their implications researchers, practitioners, stakeholders.

Language: Английский

Citations

8
Reflections from a teacher education course built on the TPACK framework: Examining the impact of the technology integration planning cycle on teacher candidates' TPACK development and practice DOI Creative Commons
Şule Yılmaz Özden, Hui Yang,

Huijing Wen

et al.

Social Sciences & Humanities Open, Journal Year: 2024, Volume and Issue: 9, P. 100869 - 100869

Published: Jan. 1, 2024

The purpose of this exploratory case study was to examine the ways that instruction designed using a TPACK planning model influenced development teacher candidates as measured by their ability design unit plans with pedagogically-sound technology integration. authors analyzed course data - and post-teaching reflections collected from twenty-three enrolled in graduate-level literacy course. Evidence suggested use cycle an effective tool for supporting candidates' development. Moreover, findings there wide variability abilities apply knowledge instruction. Teacher perceptions benefits confidence digital tools instructional decision-making when implications provide guidance educators they courses prepare integrate ways.

Language: Английский

Citations

7
Strengthening teachers’ STEM preparedness through a technology integration online course DOI Creative Commons
Min Lun Wu, Yuchun Zhou

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

Published: March 8, 2025

Language: Английский

Citations

0
Enhancing lecturer awareness of technology integration within the TPACK framework: A mixed methods study DOI Creative Commons
Erkan Çer

STEM Education, Journal Year: 2025, Volume and Issue: 5(3), P. 356 - 382

Published: Jan. 1, 2025

Language: Английский

Citations

0
Professional Development Program to Develop Teacher Educators’ Technological Pedagogical Content Knowledge DOI Creative Commons
Şefika Sümeyye Çam, Gürcü Erdamar

SAGE Open, Journal Year: 2024, Volume and Issue: 14(2)

Published: April 1, 2024

This study aimed to prepare, implement and evaluate the effectiveness of a professional development program that develops Technological Pedagogical Content Knowledge (TPACK) teacher educators. Qualitative research methods were used. The was carried out with 10 educators from different departments. Pre- post-interviews conducted program. found have positive effects. Teacher stated while transferring knowledge they gained classroom environment, used could affect education positively attract attention students. Therefore, planned use acquired later on. They realized through this program, would be role model for teachers future. At end each participant’s TPACK in line their own cognitive readiness.

Language: Английский

Citations

4
Development and validation of the Artificial Intelligence Literacy Scale for Teachers (AILST) DOI
Yimin Ning, Wenjun Zhang,

D Yao

et al.

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

Published: March 15, 2025

Language: Английский

Citations

0
Evaluating the Effectiveness of an Extracurricular Teacher Education Training Program for DigCompEdu Competences DOI Creative Commons
Frederick Johnson, Joline Schmit, Christoph Schneider

et al.

Education Sciences, Journal Year: 2024, Volume and Issue: 14(12), P. 1390 - 1390

Published: Dec. 18, 2024

In the ongoing era of digital transformation, it is imperative for teachers to equip learners with essential competences navigate intricacies landscape successfully. As future in-service function as role models and educators proper use technology, pre-service must develop adequate proficiency. This holds particularly true in Germany, where prevailing competence levels are reportedly suboptimal. To this end, an extracurricular training program teachers, based on DigCompEdu framework, was implemented from 2021 2024, coinciding COVID-19 pandemic-related limitations. A total 242 registered program, 40 completed it. Employing a pre–post design, we assessed (1) attitudes towards technology learning, (2) beliefs, (3) test-based competences. Pre–post comparisons show improvement only participants’ confidence deploying technologies subject-specific purposes. Unexpectedly, no other statistically significant differences were observed. These findings point at shortcomings which discussed highlight potential areas refinement programs curricular implementation.

Language: Английский

Citations

3