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Umesh Ramnarain; Sumayya Moosa – African Journal of Research in Mathematics, Science and Technology Education, 2023
In South Africa, there is a strong recognition of the affordances of information and communications technology (ICT) in science teaching and learning. A key indicator for the effective use of ICT is the technological pedagogical content knowledge (TPACK) of teachers with TPACK-Practical (TPACK-P) being an important iteration related to teacher…
Descriptors: Foreign Countries, Technological Literacy, Pedagogical Content Knowledge, Technology Uses in Education
Javier Ricardo Guzmán González; Grace Judith Vesga Bravo – International Journal of Education in Mathematics, Science and Technology, 2024
The TPACK model is an essential framework for appropriately integrating technology in the classroom. The present study aimed to categorize and establish the main research findings around TPACK between 2017 and 2022, specifically in practicing teachers at the secondary education level. A systematic literature review guided by the PRISMA statement…
Descriptors: Pedagogical Content Knowledge, Technological Literacy, Secondary School Teachers, Educational Technology
Luo, Wenwei; Berson, Ilene R.; Berson, Michael J.; Park, Sanghoon – Early Education and Development, 2023
Research Findings: This study aims to validate a scale highlighting the applicability of selected TPACK (Technological Pedagogical Content Knowledge) domains of knowledge to early childhood education and to explore the internal relationships between TPACK's components in the Chinese context. A survey instrument was designed and administered to…
Descriptors: Foreign Countries, Early Childhood Teachers, Technological Literacy, Technology
Zhou, Chi; Wu, Di; Li, Yating; Yang, Harrison Hao; Man, Shuo; Chen, Min – Education and Information Technologies, 2023
The importance and dynamic development of technological pedagogical content knowledge (TPACK) has been well recognized. In order to keep up with the development of the ever-changing society and variety of teaching technologies, teachers need to continue to learn TPACK. Previous studies indicated the importance of student engagement in promoting…
Descriptors: Technological Literacy, Pedagogical Content Knowledge, Stimuli, Responses
Torggler, Carmen; Miesera, Susanne; Nerdel, Claudia – International Journal for Research in Vocational Education and Training, 2023
Context: In Germany, vocational education and training (VET) plays a key role in the transition from school to working life. Due to its proximity to the labour market and an increasingly digitised, connected world, the professional knowledge requirements of VET teachers are changing and an adjustment of competence frameworks for vocational…
Descriptors: Technological Literacy, Pedagogical Content Knowledge, Vocational Education, Nutrition
Xiaoxue Du; Irina Lyublinskaya; Bryan Keller – Journal of Technology and Teacher Education, 2023
This study examined changes in Pre-service teachers' (PSTs) Technological Pedagogical Content Knowledge (TPACK) and self-perceived stage of adoption (SOA) of technology as PSTs progressed through an online summer educational technology course. The longitudinal study was guided by the following research questions: 1) How did PSTs' externally…
Descriptors: Preservice Teachers, Pedagogical Content Knowledge, Technological Literacy, Technology Integration
Nguyen, Giang N. H.; Bower, Matt; Stevenson, Michael – Education and Information Technologies, 2022
Analysing pre-service teachers' learning design conversations in relation to Technological Pedagogical and Content Knowledge (TPACK) framework to understand their learning design practices has remained unexplored. This paper presents findings from a study of pre-service teachers' design discourses that identified how TPACK elements were used…
Descriptors: Preservice Teachers, Preservice Teacher Education, Pedagogical Content Knowledge, Technological Literacy
Rets, Irina; Rienties, Bart; Lewis, Tim – Interactive Learning Environments, 2023
Across the globe teachers are increasingly using online communication tools to bring together learners from different countries, and offer them social interaction opportunities to learn a new language or a new skill via Virtual Exchange (VE). While there is some mostly anecdotal evidence of VE on satisfaction and improving language skills, few…
Descriptors: Preservice Teachers, Preservice Teacher Education, International Educational Exchange, Computer Mediated Communication
Kotoka, Jonas Kwadzo; Kriek, Jeanne – Journal of Baltic Science Education, 2023
The technological, pedagogical and content knowledge (TPACK) framework was developed incorporating content, pedagogical and technological knowledge. Studies used TPACK constructs and reported on teachers' TPACK and student learning, but none explored the correlation between teachers' TPACK and the achievement of their learners. This research…
Descriptors: Pedagogical Content Knowledge, Technological Literacy, Energy, Science Achievement
Elmaadaway, Mohamed Ali Nagy; Abouelenein, Yousri Attia Mohamed – Education and Information Technologies, 2023
Due to the effects of the COVID-19 crisis on educational institutions, schools had to close and switch to online education. Training in-service teachers to incorporate and utilize technology as part of Internet-based instructions was a challenge and pressing necessity. TPACK is an essential framework for comprehending how teachers employ…
Descriptors: Technological Literacy, Pedagogical Content Knowledge, Electronic Learning, Distance Education
Masry-Herzallah, Asmahan; Stavissky, Yuliya – International Journal of Educational Management, 2023
Purpose: This research examined correlations between contextual factors: frequency of online teaching (OT) (number of hours per week), Transformational Leadership Style (TLS) and TPACK (TPACK) among Arab and Jewish teachers in Israel after more than a year of teaching online during the COVID-19 crisis. Design/methodology/approach: Quantitative…
Descriptors: Online Courses, COVID-19, Pandemics, Pedagogical Content Knowledge
Büsra Kartal; Cengiz Çinar – International Journal of Mathematical Education in Science and Technology, 2024
Technological Pedagogical Content Knowledge (TPACK) is defined as the teacher knowledge needed for effective technology integration. This study aimed to investigate preservice elementary mathematics teachers' TPACK development. TPACK survey was administered to 33 preservice teachers (PSTs), and six of them were selected via maximum variation…
Descriptors: Preservice Teachers, Teacher Education Programs, Mathematics Teachers, Mathematics Instruction
Wang, Amber Yayin – Education and Information Technologies, 2022
Education worldwide has emphasized 21st-century competencies, including language competence, computer competence, and thinking skills. Research on Technological Pedagogical Content Knowledge (TPACK), essential teacher knowledge, has attempted to address the need for technology integration to support thinking skills. However, existing TPACK…
Descriptors: Pedagogical Content Knowledge, Technological Literacy, Technology Integration, Educational Technology
Sri Haryati; Issy Yuliasri; Joko Nurkamto; Sri Wuli Fitriati – Pegem Journal of Education and Instruction, 2024
Praxis (ethical, self-aware, responsive and accountable action) is necessary because English teaching is ethical professions that demand teachers to constantly make morally complex decisions in their outside-of-class preparation and in-class interactions. This case study investigates how teachers determined the praxis of the TPACK framework in EFL…
Descriptors: Technological Literacy, Pedagogical Content Knowledge, English (Second Language), Second Language Instruction
Hu, Chih-Chien; Yeh, Hui-Chin; Chen, Nian-Shing – Interactive Learning Environments, 2023
In-service teachers' professional development regarding technology adoption in education is often focused on only one specific technology. To maximize the utilization of technologies, teachers need to be able to leverage different technologies seamlessly. Technological Pedagogical Content Knowledge (TPACK) is one of the most important frameworks…
Descriptors: Foreign Countries, Elementary School Teachers, Technological Literacy, Pedagogical Content Knowledge