Creating tools for inquiry-based mathematics learning from technological pedagogical content knowledge perspectives: Collaborative design approach

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

This study explores how Cambodian STEM (Science, Technology, Engineering, and Mathematics) pre-service teachers comprehended the Technological Pedagogical Content Knowledge (TPACK) and its components, content knowledge (CK), pedagogical knowledge (PK), technological knowledge (TK), pedagogical content knowledge (PCK), technological pedagogical knowledge (TPK), technological content knowledge (TCK) and their associations with demographic variables. Using a self-report questionnaire, the study surveyed 440 pre-service teachers from three distinct teacher training colleges. Data was analyzed using descriptive statistics, independent t-test, and Pearson's correlation. Results showed that pre-service teachers rated themselves above the mean in all components: TPK and CK were the highest, and TCK and TPACK were the lowest. There was a significant difference in the gender and foreign language variables; males and being able to understand foreign languages were the favor. A negative relationship existed in age variables where younger pre-service teachers demonstrated higher competence in all aspects of TPACK except PCK. It concluded that Cambodian STEM pre-service teachers demonstrate adequate knowledge of content, pedagogy, and technology to integrate information communication and technology (ICT) into their teaching. Possessing a medium to a high level of TPACK, additional professional development programs are needed to assist pre-service teachers in reaching the highest TPACK level.

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.

Theoretical considerations for understanding technological pedagogical content knowledge (TPACK)

This chapter used Mishra and Koehler's technological pedagogical content knowledge (TPACK) framework as a lens for understanding how teachers integrate transformative social and emotional learning in all learning environments (i.e., online and hybrid). The authors implemented a reflexive thematic analysis approach with interviews of 15 participants consisting of students, parents, and teachers. Findings illustrate that teachers were infusing social and emotional learning (SEL) into technological pedagogical content knowledge, and that interaction among all three bodies of knowledge supported students' social-emotional wellness during the COVID-19 pandemic. Integration of SEL allowed for rich authentic learning experiences across content areas as well connections to the class community in online or hybrid learning environments.

In the digital age, integrating technology into the educational sector is of utmost importance. The Technological Pedagogical Content Knowledge (TPACK) framework has provided educators with a powerful perspective by emphasizing the interaction between technological knowledge, pedagogical knowledge, and content knowledge. TPACK classifies three key knowledge domains: Technology, Pedagogy, and Content Knowledge. While TPACK has enhanced teaching and learning experiences, challenges persist in its implementation. This article reviews the TPACK framework and presents an enhanced conceptual framework that addresses these challenges. The study employs a qualitative research approach. The proposed framework concentrates on TPACK integration, ongoing professional development, and evaluation and reflection. It aims to offer educators a structured approach to seamlessly incorporate digital resources into their teaching methods while encouraging a culture of continuous improvement and adaptability in the educational landscape. This enhanced framework seeks to bridge the gap between theory and practice and thereby equip educators with the tools and the necessary strategies to enhance the quality of education in the digital era.

Numerous researchers have developed technological pedagogical content knowledge (TPACK) instruments for English language teaching; however, a valid and reliable instrument to unbox the primary English language teacher's TPACK profile from graduates of the primary school teacher education study program does not yet exist. Consequently, this study aimed to design and validate a questionnaire to unbox the primary English language teacher's TPACK profile. This study used a mixed-methods approach. First, qualitative methods were employed to verify the valid content of each construct. The items were generated through experts' and a primary English teacher’s reviews. As a quantitative method, the questionnaire was then validated through explanatory factor analysis (EFA). The result of EFA yielded a comprehensive set of 40 items: technological knowledge (TK) section (consisting of 5 items), content knowledge (CK) section (consisting of 6 items), pedagogical knowledge (PK) section (consisting of 6 items), pedagogical content knowledge (PCK) section (consisting of 5 items), technological content knowledge (TCK) section (consisting of 5 items), technological pedagogical knowledge (TPK) section (consisting of 7 items), and TPACK section (consisting of 5 items). The reliability coefficients of each construct were acceptable. In conclusion, the study obtained a fruitful questionnaire for unboxing the primary English language teacher’s TPACK profile.

In order to teach mathematics effectively, mathematics teachers need to have a sound mathematical knowledge, but what constitutes sound mathematical knowledge for teaching is subject to debate. This paper is an attempt to unpack what constitutes teacher knowledge of the concept of a function which is a unifying idea in the mathematics curriculum. The central components of the framework, which will be elaborated on in this paper, are: teachers’ subject matter knowledge, teachers’ pedagogical content knowledge, teachers’ technological pedagogical knowledge, technological content knowledge, and technological pedagogical content knowledge in relation to the concept of a function. The framework is informed by Shulman’s (Educational Researcher 15:4–14, 1986) Types of Teachers Knowledge Framework, Ball, Bass & Hill 29:14–17, 20–22, 43–46 (2005) Mathematical Knowledge for Teaching Framework, and Mishra & Koehler’s (Teachers College Record 108:1017–1054, 2006) Technological Pedagogical Content Knowledge (TPACK) framework.

This comprehensive study delves into technology integration competencies within humanities and social sciences (H&SS) education, using the Technological Pedagogical Content Knowledge (TPACK) framework as its guiding lens. Through a careful analysis of course syllabi from higher education institutions in Taiwan, this research reveals distinctive patterns of emphasis across seven key TPACK knowledge domains. While both humanities and social sciences educators acknowledge the importance of integrating technology into their teaching and subject matter, subtle differences emerge. Humanities instructors tend to prioritize Pedagogical Content Knowledge (PCK), aligning this choice with their primary goal of conveying narratives and preserving cultural heritage. Conversely, their counterparts in social sciences lean more toward highlighting Technological Pedagogical Knowledge (TPK), reflecting the importance of understanding social phenomena in their field. This study underscores the pressing need for the development of tailored professional development initiatives and a revamp of pre-service teacher education programs, both of which should prioritize domain-specific TPACK competencies. This study highlights the critical importance of grounding training within authentic design tasks to effectively nurture TPACK. It points toward promising future research avenues, including investigations into the practical translation of TPACK understanding into classroom implementation and subsequent student outcomes. By shedding light on these distinctions, this research provides valuable insights for enhancing digital literacy and delivering technology-enriched learning experiences in the realm of H&SS education.

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.

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.

This study investigates the self-reported teaching competencies, attitudes, and digital content usage of pre-service biology teachers in Kazakhstan. Competencies in this study refer specifically to the teachers' levels of pedagogical knowledge, content knowledge, and technological knowledge, as conceptualized by the Technological Pedagogical Content Knowledge (TPACK) framework. The research also examines how these self-reported competencies relate to demographic variables (gender, grade level, institutional affiliation, and stipend status) and institutional characteristics. Data were collected from 240 participants across three universities using two structured surveys. The findings indicate high self-reported competencies in TPACK domains, with significant variations in Technological Knowledge (TK) and digital content attitudes across gender, grade levels, and institutions. Female participants rated their competencies higher in multiple domains, while students in their final year of study exhibited greater scores in TPACK. Institutional differences were significant for the three different institutions. Stipend status was associated with minimal differences in most competencies, except for TK, where stipend recipients scored higher. Despite positive attitudes toward digital content, participants reported lower frequency of use and technological proficiency, indicating a gap between attitudes and practical application. Correlational analyses indicated that self-reported professional knowledge is closely linked to their digital content usage patterns and attitudes, stressing the interconnected nature of knowledge, behavior, and beliefs in the context of digital integration in education. These findings point out the need for targeted interventions, equitable resource allocation, and hands-on training in teacher preparation programs.

Driven by the wave of artificial intelligence, the educational practice and application of robots have become increasingly common. Despite extensive coverage in the literature on various aspects of educational robots, there are still unexplored avenues, particularly regarding robotic support, robotic personality, and challenges in their applications. This study presented a systematic review of high-quality empirical research on the use of physical robots in educational settings. A total of 92 relevant papers from the Web of Science database were analyzed. Employing the technological pedagogical content knowledge (TPCK) framework, we investigated research questions across seven components, including the learning domain, teaching strategy, robot types, learning results, problems with using robots, robotic support, and robotic personality. The findings revealed that robots are most prevalently employed in language learning applications. When opting for teaching strategies, educators tend to favor those that incorporate physical interaction. Concurrently, humanoid robots emerge as the preferred choice among many. These robots, in human–robot interaction scenarios, often exhibit an agreeable personality. In terms of evaluating learning results, cognitive aspects like thinking, creativity, self-regulation, and inquiry ability are especially emphasized. Such results are frequently influenced by the informational and emotional support provided by robots. Nonetheless, challenges encountered by teachers, learners, and robots in this process are not to be overlooked. The findings of this study contributed to future applications of robotics in education.

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.

Online teaching in emergency situations can be challenging, potentially undermining instructors’ motivation and increasing their stress. In such contexts, instructors’ teaching knowledge may buffer these negative experiences. Guided by the Technological Pedagogical Content Knowledge (TPACK) framework, this study examined the roles of different technology-related knowledge – technological knowledge (TK), technological pedagogical knowledge (TPK), and technological content knowledge (TCK) – in instructors’ motivation (perceived task effort cost and emotional cost) and technostress (stress from using technology) during COVID-19 emergency online teaching. Results showed that TK was associated only with emotional cost and technostress, while TPK and TCK were related to all teaching outcomes. Further, hierarchical regression analyses revealed that TCK uniquely predicted all outcomes beyond TK and TPK, highlighting the importance of integrating technology into discipline-specific teaching practices. These findings emphasize the need to unpack TPACK’s components and suggest that professional development should move beyond generic tech training toward content- and pedagogy-integrated approaches.