Building Knowledge for Technology Integration in Learning to Teach Secondary School Mathematics

Technological Pedagogical Content Knowledge (TPACK) is one of the major framework for assessing the knowledge of a teacher in integrating appropriate technology with pedagogy in the teaching content for fostering students’ learning. This research aimed to study on pre-service mathematics teachers’ level of TPACK after engaging in a learning community during their teaching practicum. The samples were three pre-service mathematics teachers who studied in Mathematics Education Program of Yala Rajabhat University, Thailand selected by purposive technique. Each pre-service mathematics teacher taught the students in different mathematics contents and involved in the learning community which were arranged by the researcher every Wednesday evening or as convenience regularly in order to share and reflect on their teaching. Qualitative data analysis using content analysis was employed to analyze TPACK level of the pre-service mathematics teachers based on TPACK Developmental Model from the data gathered in the focus group discussion during involving in the learning community. The result showed that there are two pre-service mathematics teachers whose TPACK were identified in level 4 (Exploring) and the other one was identified in level 5 (Advancing) which are considered as good level. These finding indicated the successfulness of the learning community in developing pre-service mathematics teachers’ TPACK. The relevant suggestions are discussed.

This study aimed to explore how secondary school science and mathematics teachers in Qatar integrate Technological Pedagogical Content Knowledge (TPACK) into their teaching practices. The study examined the relationships between the subcomponents of TPACK using structural equation modeling (SEM), complemented by an analysis of additional categorical variables. A total of 245 science and mathematics teachers from Qatar participated in the research. The model’s findings showed that the internal components—technological knowledge, pedagogical knowledge, and content knowledge—had a significant and positive direct effect on the external factors: technological pedagogical knowledge, technological content knowledge, and pedagogical content knowledge. However, these internal components did not directly impact TPACK itself. Together, these variables accounted for 77% of the variance in TPACK. Among the findings, Technological Content Knowledge (TCK) emerged as one of the most influential variables affecting TPACK, emphasizing its importance in teachers’ TPACK integration. On the other hand, it was found that Pedagogical Content Knowledge (PCK) did not have a direct and significant effect on TPACK. Categorical variables like certificates and postgraduate education significantly impact TPACK and its subcomponents, while gender, field of study, and teaching experience do not. This finding underscores the importance of structured training and postgraduate education in enhancing TPACK skills for science and mathematics teachers. Participation in technology-based certification programs and postgraduate studies in STEM is crucial for their TPACK development in teaching STEM subjects. Future studies could explore the long-term impact of structured, technology-based training programs on enhancing STEM teachers’ TPACK development and assess how this improvement influences student learning outcomes in science and mathematics classrooms. This would provide deeper insights into the effectiveness of such programs and their potential to transform teaching practices and student achievement in STEM education.

The purpose of this study is to reveal the relation between Technological Pedagogical Content Knowledge (TPACK) sub-dimensions of science teachers in Turkey. For this purpose, relations between the elements forming the TPACK have been investigated with a model. This research was carried out with 563 science teachers working in 81 schools to represent science teachers in Turkey. The scale developed by Kiray (2016a) to measure TPACK self-efficacy perceptions of teachers and teacher candidates was used as data collection tool in the research. The data obtained in the study were analyzed by structural equation modeling. The direct and positive effects of Technological Content Knowledge (TCK), Technological Pedagogical Knowledge (TPK) and Pedagogical Content Knowledge (PCK) from external variables consisting of binary knowledge domains of the study are seen on TPACK. These variables account for 65% of the change in TPACK. PCK is the variable that affects TPACK the most. According to this finding, PCK has a critical importance in teachers' technology integration. Another important finding in this study is that teachers' CK directly and positively influences TCK and PCK, and this effect is greater than the effect of TK and PK. When considered in the context of the results of this research, a gradual model covering CK and PCK can be proposed instead of a direct technology-based approach to professional development programs developed to increase TPACK self-efficacy of teachers.

The technological era has significantly impacted the quality of mathematics education. In reality, the frequency of technology usage in the classroom is minimal, and teachers continue to face challenges when utilizing learning management systems (LMS). Therefore, the purpose of this study is to identify the impact of LMS on the development of technological pedagogical content knowledge (TPACK) and digital skills of pre-service mathematics teachers. This mixed-methods study, employing an exploratory approach, involved 76 pre-service mathematics teachers (22 males, 54 females). Data was collected through questionnaires and interviews and subsequently compiled using Microsoft Excel and saved in CSV format. The data were then analyzed using Jamovi software version 2.4.8.0. Findings show that digital skills significantly influence TPACK development (β = 0.63, p < 0.001), more so than LMS usage (β = 0.49, p < 0.001), with a combined explanatory power of 65% (R² = 0.65). Higher digital skills improve pre-service teachers' ability to integrate technology into pedagogy and content. Additionally, final-year pre-service teachers show greater competencies. Male pre-service teachers generally exhibit higher digital skills than females (p < 0.001), influencing their capacity to effectively use digital tools in teaching. The strong correlation between digital skills and LMS usage (Spearman’s ρ = 0.86) underscores the need for structured digital competency development in teacher education. These findings emphasize the importance of fostering digital literacy and technology-integrated practicum experiences in mathematics instruction. Universities and school administrators should implement targeted training programs to enhance LMS utilization and help pre-service teachers develop strong TPACK competencies.

Studies have indicated that teachers are not efficiently trained in the use of technology. Though various learning technologies have become available in schools, teachers are not using them for instructional purposes. Hence the researchers developed a programme for improving the knowledge of the Technological Pedagogical Content Knowledge (TPACK) of pre-service teachers in a college of education in Maharashtra, India. The purpose of this study was to conduct an experimental study of the use of TPACK intervention programme in updating TPACK of pre-service teachers. The study employed a single group pre-training and post-training quasi-experimental design methodology for collecting quantitative data from a sample of 42 Pre-service teachers who were the purposive sample for the study. Data was collected using survey questionnaires, interviews and lesson plans. The study found Statistical significant differences between the scores of pre and post tests. The results indicated significant improvement among pre-service teachers’ TPACK. These results suggest that opportunities should be created for pre-service teachers to get acquainted with the TPACK framework during their lesson planning and practice. Further investigation will also help us to understand more about how we can help our future teachers to develop micro-teaching skills using the TPACK framework to plan and implement their lessons effectively.

Mishra and Koehler’s (2006) framework for technological pedagogical content knowledge (TPACK) is one of the most well-received and widely researched theoretical frameworks for technology integration in the classrooms. Chai et al. (2013) recent review found that more than 70 articles about TPACK have been published between 2003 and 2011 within the Scopus database. A website dedicated to TPACK research (http://tpack.org/) has accumulated more than 450 articles. The SSCI-listed journals have also published 134 articles on TPACK as of May 2015. As an analytical and creative framework, TPACK research can potentially generate deeper knowledge construction about ICT integration among researchers and educators. It could be refined, expanded, and improved upon to account for more variables that shape, empower, or constrain the development of ICT use in education (Chai et al. 2013; Voogt et al. 2013). Building upon Shulman’s (1986) model for pedagogical content knowledge, Mishra and Koehler (2006) added the dimension of technological knowledge and demonstrated how various kinds of teacher knowledge can be derived from the integration of technological, pedagogical, and content knowledge. These integrated forms of knowledge are pedagogical content knowledge (PCK), technological content knowledge (TCK), technological pedagogical knowledge (TPK), and technological pedagogical content knowledge (TPACK). Together with technological knowledge (TK), pedagogical knowledge (PK), and content knowledge (CK), these seven kinds of knowledge make up the TPACK framework. While this framework provides specifications for the kinds of teacher knowledge involved during technology integration, how teachers, educators, and researchers can create more technological pedagogical content knowledge need to be further unpacked. Tee and Lee (2011) have aptly positioned generating TPACK as a knowledge creation endeavor and Kramarski and Michalsky (2010) have found it necessary to support pre-service teachers’ metacognitive self-regulation as they create TPACK through design. The creation of knowledge is a complex matter and coupled with the situated nature of TPACK (Mishra and Koehler 2006); further theorizing of the epistemic nature and processes involved in creating TPACK are needed. Specifically, the TPACK framework specifies what teachers need to integrate technology but not how the process can be improved (Cox and Graham 2009). On the other hand, there is much emphasis on the use of technology to support pedagogical improvements, especially the kinds of pedagogies that support students to foster twenty-first century competencies (ISTE 2007; P21, 2007). Voogt and Roblin (2012) have identified ICT-based learning as a common element across all twenty-first century learning frameworks they have reviewed. ICT could be used as a cognitive tool, metacognitive tool, and epistemic tool to support critical thinking, creative and inventive thinking and authentic problem solving, which are also common elements of twenty-first century learning. Yet, there is still a lack of understanding about how the seven TPACK constructs are being applied by teachers as they formulate technology-integrated lessons to promote twenty-first century learning & Joyce Hwee Ling Koh joyce.koh@nie.edu.sg

The purpose of this study is to examine the relationship between preschool teachers' technological pedagogical content knowledge (TPACK) confidence and their attitude towards technology. In addition, it was aimed to examine whether preschool teachers' technological pedagogical content knowledge and its sub-dimensions predict teachers' attitudes towards technology. The study group consists of 200 preschool teachers who teach 36-72-month-old preschool children in the 2020-2021 academic year. This study is a quantitative study designed in the single and relational screening model, one of the general screening models. The data were collected using the "Technological Pedagogical Content Knowledge Self-Confidence Scale (TPACKACKS)", "Attitude Towards Technology Scale" and "Personal Information Form". The data obtained were analyzed with SPSS 26.0 and JASP 0.16 programs and normality test, Pearson Correlation test and multiple linear regression analysis methods were used. As a result of the study, when the relationship between preschool teachers' attitudes towards technology and technological pedagogical content knowledge and sub-factors of it was examined, a significant positive relationship was found. When the other findings obtained from the research were examined, it was concluded that the relationship between preschool teachers' attitude towards technology scores and technological content knowledge sub-dimension scores was relatively low compared to other sub-dimensions.

The technological revolution has changed the required knowledge and skills of teachers in facilitating the development of students’ 21st-century skills. In light of this, Technological Pedagogical Content Knowledge (TPACK) has been defined as a useful conceptual framework to help define the knowledge base needed for effective technology integration into classroom practices. However, generally, teacher professional education programs do not help teacher candidates develop TPACK. From this standpoint, the purpose of the study was to better understand the nature of pre-service English teachers’ TPACK over the professional development program named Pre-Service Teacher Professional Education (TPE) or Pendidikan Profesi Guru (PPG) Prajabatan. A survey was applied to examine 30 EFL pre-service teachers’ TPACK using self-report as the data source. The self-report was adopted from Schmid et al. (2020), and it consists of 28 items of the seven TPACK components. The results demonstrated that EFL pre-service teachers see the value of technology for teaching English. They highly perceived their TPACK competencies, especially for the TK construct (M=4.05) and the TPACK construct (M=4.08). They need more guidance on how to effectively integrate technology though. Thus, teacher professional education programs should redesign various methods of courses to provide more opportunities for pre-service English teachers to teach with technology since experiences had the most effect on beliefs.

The rapid evolution of digital technologies has necessitated a re-examination of pedagogical frameworks, particularly Technological Pedagogical Content Knowledge (TPACK), which has long guided technology integration in education. Recent advancements have introduced extensions such as Digitality Pedagogical Content Knowledge (DPACK) and XY-PACK (Culture, Ethics and emerging context…), yet their comparative roles, interrelationships, and practical implications remain underexplored. This paper aims to synthesize existing research on TPACK, DPACK, and XY-PACK, focusing on their conceptual distinctions, transitional dynamics in STEM education, and applications in other specific contexts. We adopt a rigorous methodological approach to identify, analyze, and interpret relevant studies, ensuring a comprehensive understanding of how these frameworks address contemporary educational challenges. Our findings reveal a gradual shift from TPACK to DPACK, driven by the increasing emphasis on digital literacies, while XY-PACK emerges as a niche yet promising model for specialized domains. Despite these insights, gaps persist in the empirical validation of DPACK and XY-PACK, suggesting a need for further research. By consolidating these perspectives, this paper contributes to the ongoing discourse on technology-enhanced pedagogy and offers practical recommendations for educators and policymakers seeking to adapt these frameworks in diverse learning environments.

This systematic literature review aims to identify the relationship between Technological Pedagogical Content Knowledge (TPACK) and the integration of Educational Technology (EdTech) for facilitating teaching and learning. A search of the SCOPUS and Web of Science databases yielded 1711 and 18 articles, respectively. Following PRISMA 2020 guidelines, 151 studies published between 2014 and 2024 were included in the final analysis. Five major driving factors underpinning EdTech integration were identified: the relationship between TPACK and EdTech integration, the impact of teacher experience and professional development, the role of contextual factors, emerging trends in EdTech integration, and limitations and future research directions. The review found that teacher TPACK proficiency is strongly related to effective EdTech integration, enhancing student engagement, motivation, and learning outcomes. However, the effectiveness of EdTech integration is significantly influenced by contextual factors such as teacher experience, access to technology, school policies, and learner needs. The rise of mobile learning, artificial intelligence, and the COVID-19 pandemic has also impacted the overall landscape of EdTech integration, presenting both opportunities and challenges. The review emphasizes the need for more robust tools and methods to operationalize TPACK, a better understanding of technology leadership, and strategies to address the digital divide. It provides a nuanced understanding of the complex relationship between TPACK and EdTech integration, offering valuable insights for policymakers, educators, and researchers aiming to optimize technology-enhanced learning experiences.

The COVID-19 pandemic has transformed education worldwide, particularly in Indonesia, where higher education institutions shifted from offline to online instruction. This transition, mandated by the Ministry of Education, underscored the importance of Technological Pedagogical Content Knowledge (TPACK) for effective online teaching. This study examines Indonesian lecturers’ perceptions of TPACK in an online learning environment during the pandemic, focusing on the interrelationships among its components. A quantitative research approach with a survey design was employed, involving 171 lecturers from private higher education institutions in Jambi. Data were collected through structured questionnaires assessing the seven components of TPACK: technological knowledge (TK), pedagogical knowledge (PK), content knowledge (CK), technological pedagogical knowledge (TPK), technological content knowledge (TCK), pedagogical content knowledge (PCK), and overall TPACK integration. Structural Equation Modelling (SEM) was used to analyse the hypothesized relationships among these components. The findings reveal significant positive correlations between all TPACK components, emphasizing their interdependent role in online instruction. Lecturers who effectively integrated technology, pedagogy, and content knowledge demonstrated greater adaptability and instructional effectiveness. The study highlights the necessity of continuous professional development programs to enhance lecturers’ TPACK competencies. This research contributes to educational technology discourse by providing insights into TPACK’s practical application during the pandemic. Further studies should explore long-term strategies for incorporating TPACK into evolving digital education frameworks.

<span>The purposes of this study were to (1) identify the Technological Pedagogical Content Knowledge (TPACK), Technology Integration Self Efficacy (TISE) and Instructional Technology Outcome Expectations (ITOE) of pre-service physical education teachers, (2) examine the relationships among TPACK, TISE and ITOE, and lastly (3) examine the differences between pre-service physical education teachers who perceived and who did not perceive technology integration by their university instructors on TPACK, TISE, and ITOE scores. Findings indicate that while TPACK, TISE and ITOE perceptions of pre-service physical education teachers were at satisfactory levels, university instructors were not good role models in the use of technology in their classrooms. Pre-service teachers reported that integration of physical education and sport-related emerging technologies were almost non-existent in the teaching practices within the university setting. TPACK, TISE, and ITOE were moderately related with each other (p<0.05). Pre-service teachers' self-perceptions of TPACK, TISE, and ITOE were positively influenced by their perception of university instructors' technology integration into teaching in university courses (p<0.05). Providing professional development programs for the teacher education program instructors, both in technology integration in teaching and in emerging physical education and sports-related technologies, is recommended.</span>

This study aimed to analyze the TPACK (Technological Pedagogical Content Knowledge) profiles of biology teachers in their learning process after participating in numerical taxonomy and its training program. TPACK is a construction of knowledge that must be possessed by teachers in the 21st century. Numerical taxonomy and its training aim to develop biology teachers’ TPACK in the classification of living things. This training equips biology teachers with the knowledge needed to integrate TPACK components into the learning process, including contents related to TPACK and to the classification of living things, especially numerical taxonomy, learning technology, learning strategies, and methods to integrate TPACK into the learning process. This research is a descriptive study in which the data of biology teachers’ TPACK during the learning process were obtained from PaP-eRs and the results of the learning performance assessment. The results showed that biology teachers’ TPACK during the learning process after numerical taxonomy training had good results, and there has been an interactive phase between the TPACK components in the learning process. This is proven by teachers’ ability to develop good PaP-eRs and teachers’ performance based on the learning assessment results. It was further found that the use of technology in the learning process has been optimally applied by teachers. Meanwhile, the delivery of motivation and misconception were less developed by the teachers during the implementation of the TPACK learning process. Keywords: TPACK, numerical taxonomy, training program, biology teachers

Online learning decisions during the COVID-19 pandemic have problems in its application. Besides infrastructure, teachers’ ability to integrate technology in learning is also an important factor that affects the success of online learning. In the current online learning, teachers are required to master Technological Pedagogical Content Knowledge (TPCK). Thus, this research aims to explore the Indonesian language teachers’ TPCK and readiness to conduct online learning during the COVID-19 outbreak. This research applied a survey method with 318 participating teachers in Lampung, Indonesia. The data were collected using questionnaires related to attitude, technological knowledge, content knowledge, pedagogical knowledge, pedagogical content knowledge, technological content knowledge, technological pedagogical knowledge, and technological pedagogical content knowledge. They were then analyzed quantitatively using factor analysis and qualitatively based on the teachers’ answers to learning during the COVID-19 pandemic. The results demonstrate that Indonesian language teachers have adapted to the implementation of online learning related to the use of technology such as the variety of learning media and educational platforms used as well as TPCK skills. In general, teachers’ TPCK tends to be positive about online learning even though some senior teachers have a negative attitude to the technological aspects. They have difficulty using technology in learning so that the class looks monotonous and does not vary. The results of this research can be used as evaluation material by policymakers to improve the learning system.

Technological Pedagogical Content Knowledge (TPACK) is defined as a competence in integrating knowledge of content, pedagogy, and technology into a learning practice that needs to be possessed by teachers to face the era of 21st century education. TPACK competence is inseparable from specific content that is going to be taught, in this case is classification of lving things, a distinctive content on biology learning. This study was aimed at analyzing TPACK competence of biology teachers in classification of living things learning. The study was set as a descriptive study and involved five biology teachers from senior high school level, grade X. The data about teachers’ TPACK was gained from CoReS, and teachers’ prespective on TPACK in classification of living things learning was gained from teachers’ responses toward questionnaires. As the result, analysis of CoRes reveals that all (100%) of biology teachers’ TPACK is on the pre TPACK category. The study eventually shows that biology teachers still face some difficulties in integrating content knowledge, pedagogy, and technology in teaching classification of living things that discusses numerical taxonomy to the students.