TPACK, Journal Summary 8

A Review of Literature: How Preservice Mathematics Teachers Develop Their Technological, Pedagogical, and Content Knowledge.

Melike Yigit

In the past time, teachers only needed to know and understand the content determined by particular grade level that they thought (Niess, 2008) but today’s beliefs what the teachers needed to know has changed based on the development of teachers’ preparation programs and technology. Therefore, there is a theoretical framework which has been an effective framework to analyze teachers’ knowledge and teachers’ preparation programs who was constructed by Shulman, named Pedagogical Content Knowledge (PCK). PCK as the main idea of the transformation of the subject matter for teaching. Teacher with strong PCK support students to understanding taught content (Shulman, 1986).

Along with the development of technology, things that teachers need to know and understand are also changed. Mishra and Koehler (2006) are developing Shulman’s theoretical framework by adding technological knowledge to the framework became: Technological, Pedagogical and Content Knowledge, also known as TPACK. This means to describe and understand the goals of technology in teachers’ education. Teacher with TPACK have ability to interpret the intercorrelation between CK (Content Knowledge), PK (Pedagogical Knowledge) and TK (Technological Knowledge) this interpretation allows teacher to teach by using appropriate pedagogical and technological strategies (Schmidt, Baran, Thompson, Mishra, Koehler, and Shin, 2009). Therefore, the purpose of this study is to investigate the articles in Mathematics education research that explored how pre-service mathematics teachers develop their TPACK and hoe their development impacts their future teaching of Mathematics.

The literature review was conducted in three scientific databases: ERIC (Education Resources Information Center), JSTOR- Scholarly Journal Achieve and PsychINFO. Limiting to the articles published between 2005 and 2013 (February), involving 853 references (43 articles in ERIC, 151 articles in PsychINFO, and 659 articles JSTOR). All abstracts and keywords were reviewed. The article had to make an explicit contribution to the literature based on Pre-Service Mathematics Teachers development of TPACK. After screening the articles, the remaining 12 articles (11 empirical articles and 1 theoretical article) will be used in this study.

Finding shows that Pre-Service Mathematics Teachers active involvement in technology enhanced lessons or courses are the major strategy to develop their TPACK and to improve their future teaching on Mathematics.

TPACK, Journal Summary 7

Associations Among Teachers Attitudes Towards Computer-Assisted Education (CAE) and TPACK Competencies

Meltem Huri Baturay, Sahin (2017)

These day, the use of technology especially computer and internet in educational scope has become common phenomena. The implementation of technology in education has had a great impact on one country’s development (Hemnhill, 2013). In lining, all teachers are expected to meet the standards developed and described by the International Society for Technology in Education (ISTE) which purposed to improve students’ learning, enrich professional practice, and provide positive models for students, colleagues, and the communities. When these standards are examined under technological, pedagogical, and content knowledge framework, the teachers are expected able to facilitate and inspire students learning and creativity by using their knowledge of subject, teaching and learning, and technology. Even though all teachers generally motivated to use ICT in education, they seem to prefer learning this for their individual use only (Simoyrannis and Komir, 2007). Teachers’ negative beliefs and attitudes about the relevance of technology to students learning and limited knowledge are the strongest obstacles for technology adoption. This suggest teachers’ attitudes and perceptions should also be measured alongside their competencies.

Holland and Piper (2014) identified beliefs and attitudes as important constructs beside others including the motivation construct in self-determination theory. In addition, Ajzen (1991;2005) stated that beliefs influenced simultaneously attitudes. Subjective norms and perceived behavioral controls, while attitudes, subjective norms and perceived behavioral controls influence simultaneously intention to behave, which ultimately influence behavior. The recent study, TPACK competencies of teachers specifically those working in FATIH project pilot area, and their attitudes towards Computer-Assisted Education (CAE) competencies may have an association with their attitudes towards CAE. FATIH project was fundamentally targeted towards the use of communication technologies in education which purposed to.

To get the result, the authors implemented quantitative research which conducted 280 teachers from different subject. Working in a FATIH area project pilot area as different k12 school in Karaman Turkey and were teaching at 9,10,11, and 12 grades. Based on the data can be concluded that the teachers’ attitudes toward CAE scores are much higher than their TPACK scores. Also indicated that there is low level positive relationship between their TPACK competencies and their attitudes towards CAE.

TPACK, Journal Summary 6

The Effect of Instructional Technology and Material Design Course to Teacher Candidates’ Gaining of TPACK Competencies

Süleyman Burak Tozkoparan, Muhammet Emre Kılıç &Ertuğrul Usta(2015)

Turkish Education Association (2009) has prioritized in teachers’ qualification that teachers must have knowledge about recent developments in the field of teachers. The basic concepts, tools, and structure of their fields, integration of content that they will teach with technology whereas technology has impacted almost all aspects in life also in educational process. With the technological devices, it has possible to apply new methods and techniques in the learning process. In addition, many researchers prioritized the effective of using instructional technology to improve educational system. Instructional Technology and Material Design (ITMD) course the only course that enable teacher candidates to use instructional technology correctly and include applications to integrate instructional technology in any subject field or course. But unfortunately, in Turkey academia, the instructors of this course are not the experts of this field, and ITMD course seems just like an ordinary training course. So it is impossible  to upgrade the teachers’ skills in technologies accurately and effectively. Based on the problem, the authors stepped into the teaching professions, teacher candidates' integration of technology to lesson correctly in their professional lives.  

There are many integration models in order to ensure the integration of technology in education (Mazman and Usluel, 2011). Technological, pedagogical and Content Knowledge (TPACK) is an integration current model developed for the integration of technology in education (Koehler and Misha, 2005). TPACK model has been build by Shulman is known as an efficient model for helping solutions of issue which integration of ICT to teaching and learning activities (Hewit, 2008).

Using qualitative type and single group pre-test post-test experiment, with conducted 17 male and 20 female with total 37 teachers candidates of 2^nd class in Turkish Teaching Department in Education Faculty of Meulana (Rumi) University, Instrument TPACK survey by Shahin (2011) which contained about 7 subscales and 47 items in total and applied Likert's Scale, can be showed that based in t-test concluded that in every single subscale of the survey, Turkish teacher candidates post-test scores show an improvement than pre-test scores after ITMD course was applied.

TPACK, Journal Summary 5

Stakeholders’ Perception of Quality and Potential Improvements in the Learning Resources Contents at Omani Basic Education School

Ali Al Musawi & Talal Amer (2017)

LRC (Learning Resource Center) is an educational institution based on teaching, learning, and research supported by interaction with teachers for guidance on the use of IT in education. LRC is designed, produced, and evaluated various instructional and media development resources for group and individual learning or training based on pre-determined instructional objective by trained staff. The objective of LRC is to create the best possible framework for the facilitation of the learning environment of the students, teachers, and researchers. In fact, experimental evidence shows that Omani LRC are challenged with lack of necessary competencies and characterized by a poor performance and low moral among the staffs. So, this study aimed to investigate the stakeholders’ perception of quality and prospective improvement in the LRC at Omani  basic educational School.

Lance (1994) found that “the size of the librarian media center’s total staff and the size and variety of its collection are important characteristics of LRCs, continuous’ professional development is necessary to LRC staff to keep abreast of innovation”. The role of LRC occurs with regard to the use and adoption of information and communication technology (AL Musawi, 2004; Healthlink worldwide, 2005; OECD, 1998). The Introduction of the concept of a learning resource centre indicates a major shift in the service provision.

To find out the result of the study, the authors used descriptive research method with questionnaire survey as instrument. 110 LRC specialists, 977 teachers, 192 participants, 43 supervisors and 35 administrators. The findings show that the service have no improve yet and reach better levels of quality standards since they are not ‘always’ implemented with quality. Evidence shows that the need for retaining LRC specialists was insurmountable. A training model for the Omani schools was recommended in light of the Technological Pedagogical Content Knowledge (TPACK) and International Society for Technology in Education (ISTE) criteria and competencies.  

TPACK, Journal Summary 4

Mohamed Elfatih I. Mustafa (2016)

Faculty of Education, University of Ottawa, Canada

The Impact of 5E Learning Cycle on Developing Science Teachers Technological, Pedagogical and Content Knowledge (TPACK)

Mustafa (2016) in his journal entitled The Impact of 5E Learning Cycle on Developing Science Teachers Technological, Pedagogical and Content Knowledge (TPACK) stated that in this technological era, science teachers are suggested to develop a classroom instruction that taker advantage of the abilities of technology in enhancing science learning, thus the teachers also asked to develop an understanding of the pedagogical and content uses of technology. But in contrast, this vision is not fully emphasized in educational technology training. The main goal of the training program is to train science teachers how to use different technology in classroom without followed by how to align technology with curriculum objectives, pedagogical goals or science content. Based on the problem, this study aimed to the literature and investigated the effectiveness of Experiencing Inquiry Model (EIM) in developing science teachers’ TPACK.

This study using TPACK frameworks and adopting Experiencing Inquiry Model (EIM) as strategy to explicitly guide teachers to experience inquiry as a model for teaching and learning of science (Windchit, 2008). The main purpose of this strategy is to give a chance for science teachers to conduct an inquiry before implementing it in the classroom. EIM provides the teachers with direct guidance in understanding how students might learn a particular content area through inquiry. Meanwhile, inspired by Piaget, 5E learning cycle focused on the construction of knowledge and Vygotskian notion of scaffolded learning. It consist of 5 systematical phases guidance aimed to engaging learners thinking in inquiry process. The phases are: Engage, Explore, Elaborate, Evaluated and Experience. PhET circuit kit simulation is used as a device in order to help the teachers constructing simple circuits with millennium technical issues or hazard associated with the electrical wiring.

To collecting the data, the author involving 17 science teachers from 2 schools (10 female and 7 male) using mixed method of qualitative and quantitative evidence. The quantitative instruments were pre- and post-Pathfinder Network Scaling Technology Integration Assessment Rubric (TIAR) and demographic questionnaire. The qualitative instrument included participants written documents, the researchers logbook and focus group interviews. As the result, it can be concluded that there were significant developments in the participants’ knowledge components embodied in TPACK. Nevertheless, the TIAR analysis suggested that the participants’ designs lacked connecting curriculum goals with technology, and compatibility with curriculum goals and instruction. In Qualitative, the vast majority of participants (13 participants) acknowledge the opportunities offered by 5E not only learning science content, but also to explore guiding method that were used to facilitate the inquiry learning. The study also suggested that science teachers should be given amble time to develop TPACK within their instructional contexts.

TPACK, Journal Summary 3

M.Anas Tohir (2018) Yogyakarta State University, Indonesia

Designing Optical Spreadsheets-Technological Pedagogical Content Knowledge Simulation (S-TPACK): A case study of Pre-Service Teachers Course

Tohir (2018) in his article entitled “Designing Optical Spreadsheets-Technological Pedagogical Content Knowledge Simulation (S-TPACK): A case study of Pre-Service Teachers Course” where since technology cannot be separated in millennial era, technology also take an important part in educational life. Technology is an influential cognitive device to facilitate both teachers’ instructional practice, student process learning, and improvement of students’ achievements (Gao & Mager, 2013; Srisawasdi, 2012). Although pre-service physics teachers have received various physical content, they will not automatically be able to integrate technology in learning (Wu, Hu, Gu, & Lim, 2016). In his case study is describing how the pre-service physics teachers design optic simulation and how they use it to show TPACK integration in practice. In addition, peers assessed the simulated performance of pre-service teachers by using Spreadsheet-Technological Pedagogical Content Knowledge (S-TPACK). Spreadsheets are chosen because spreadsheets are one of many flexible application software to make easy physics learning. Spreadsheet support for modelling and analyzing variables in various physics learning contexts (Margaret L. Niess, van Zee, & Gillow-Wiles, 2010 in Tohir 2018). Meanwhile, S-TPACK is a tool to assess TPACK components (PK, CK, TK, PCK, TCK (technological content knowledge), TPK (technological pedagogical knowledge)). To collecting the data, the writer involving 3 of 30 pre-service teacher's course at Yogyakarta State University. After analyzing the data, it can be concluded that the pre-service teachers convert the material into a peculiar spreadsheets simulation. They shown different intensity and quality of teaching strategies, the depth of topics, and interactive spreadsheets. In the future, the design of instructional technology will need to pay attention to the basic knowledge of TPACK, problem-solving, and self-efficacy.