Increasing Learner Engagement of Learning Technologies and Science TPACK Through Representational Challenges

Technological Pedagogical and Content Knowledge (TPACK) represents the essential knowledge that teachers must master. TPACK consists of seven dimensions: Technological Knowledge (TK), Pedagogical Knowledge (PK), Content Knowledge (CK), Technological Pedagogical Knowledge (TPK), Technological Content Knowledge (TCK), Pedagogical Content Knowledge (PCK) and the integration of all these in Technological Pedagogical and Content Knowledge (TPACK). During the COVID-19 pandemic, lectures were shifted online, significantly impacting the TPACK development of pre-service math teachers. This research aims to contribute to the existing literature by examining how online lectures during a pandemic influence the TPACK of pre-service teachers. The study involves assessing the TPACK of 129 pre-service teachers who participated in both online lectures and offline Field Introduction of School activities. A sample of 39 students was selected using stratified random sampling. Data collection instruments included a self-assessment questionnaire, three open-ended questions answered by students, and performance assessments completed by tutors. Despite the challenges posed by online lectures during the pandemic, students demonstrated a good overall proficiency in TPACK, with Technological Knowledge (TK) exhibiting the highest achievement. However, other dimensions of TPACK showed weaker performance, likely due to obstacles encountered during online learning, such as difficulties in delivering material and engaging in online microteaching practices.

This research is aimed to find out TPACK of high school in-service Physics teachers in North Maluku by using TPACK survey instrument that consist of 7 components, namely Technological Knowledge (TK), Content Knowledge (CK), Pedagogical Knowledge (PK), Pedagogical Content Knowledge (PCK), Technological Content Knowledge (TCK), Technological Pedagogical Knowledge (TPK) and TPACK in Likert scale. The data of TPACK perceptions were analysed using descriptive statistics, whereas teachers’ TPACK differences in gender and experience of teaching were analysed using Mann Whitney test by SPSS 20 because the samples were small samples. The result of data analysis shows that TPACK perception of senior high school in-service Physics teachers is still in the low category. The components are TK, TCK, TPK, and TPCK that related to technology. Based on gender data analysis, it is known that there is significant difference only on TCK component, whereas based on teachers’ experience of teaching, significant differences were found in components of PK, PCK, and TPCK. Based on these research result can be conclude that TPACK of teachers are still constrained on components related to technology so that the ability of teachers in integrating technology in learning is still not maximized.

This study examined Indonesian pre-service language teachers’ use of information and communication technology (UICT) during teaching practices. We used technological pedagogical and content knowledge (TPACK) framework to predict the UICT. The objective of the study is to determine if the TPACK is a valid model to explain Indonesian pre-service language teachers’ UICT during teaching practices. 287 pre-service language teachers from three Indonesian universities completed a 38-item survey instruments based on the TPACK and UICT. The development of the survey instruments was done mainly through content validity index (CVI) and exploratory factor analysis (EFA). Findings of the study that were obtained through partial least squares structural equation modeling (PLS-SEM) informed 13 hypotheses. Overall, the TPACK components are interconnected and also reported to be a valid model to help explain Indonesian pre-service language teachers’ UICT during teaching practices.

Teacher preparation programs in the Philippines continue to struggle with developing pre-service teachers’ Technological, Pedagogical, and Content Knowledge (TPACK) and self-regulatory competencies. Current studies show low levels of both TPACK and technology-based self-regulated English learning strategies (SRL), revealing a critical gap in the prevailing context. Hence, this study was conducted with the primary aim of identifying the level of TPACK and the usage of SRL of the pre-service teachers. Moreover, this specifically sought to determine if there is a significant relationship between their usage of SRL and their TPACK level. In doing so, this study used a descriptive-correlational design with 139 respondents selected through stratified random sampling, and the data were gathered through a structured survey and analyzed using Pearson r correlation. This was guided by the TPACK and SRL frameworks, with TPACK used to measure the pre service teachers’ level of technological, pedagogical, and content competence, and SRL used to assess their usage of self-management strategies. Together, these frameworks support the study’s aim of evaluating both constructs and examining their relationship. The results revealed that their TPACK level is average, and they usually use the SRL strategies. A significant relationship was also found between TPACK level and technology-based English SRL strategies, indicating that effective technological integration depends on a holistic understanding of how tools align with pedagogy and content. This enables the pre-service teachers to make metacognitively informed decisions, monitor learning, and apply strategies effectively. The findings suggest that teacher education programs should strengthen TPACK and SRL skills to promote more effective, pedagogically sound technology use in English learning.

Teacher education is the very first step for preparing quality teachers and it is crucial to provide quality teacher training. This research aims to analyze and compare pre-service teacher education policies and programs in Myanmar, the Philippines, and Japan, focusing on secondary science teachers. A case study research design was employed by utilizing Technological Pedagogical and Content Knowledge (TPACK) framework. The result shows that TPACK components found in national education policies and programs in Myanmar were Content Knowledge (CK), Pedagogical Knowledge (PK), and Pedagogical Content Knowledge (PCK). On the other hand, TPACK found in the Philippines and Japan were CK, PK, Technological Knowledge (TK), PCK, Technological Content Knowledge (TCK), and Technological Pedagogical Knowledge (TPK). In all three countries, limited provision of Technological Pedagogical and Content Knowledge (TPACK) was found. It is interpreted that provision of a balanced and sufficient knowledge of TPACK is essential to well equip pre-service teachers with required knowledge and skills considering internationalization and transnational education. This research uncovered the general patterns and trends in pre-service teacher education for science in three Asian countries as well as their uniqueness and best practices.

Information Communications and Technology (ICT) was first introduced through the Smart School project in 1997. Results from past studies on teachers’ use of ICT were mixed whereby their confidence in using ICT and their use and integration of ICT in their classroom practice were incoherent. Hence, this study intends to investigate the confidence level and skills of current pre-service teachers in teaching the English language through the use of ICT. Forty six pre-service English language teachers were selected purposively from a local university and a teacher training college, based on these few criteria set within the limitations of this study. This atudy adopted and adapted the questionnaires from the ICT Integration Survey (Spazak, 2010) and Technological Pedagogical and Content Knowledge (TPACK) by Mishra and Koehler (2006). These questionnaires are adopted for the purpose of understanding the pre-service teachers’ technological skills, as well as their content and pedagogical knowledge of English language teaching at the point in time when the data was collected. The data collected were analysed using the Statistical Packet for the Social Sciences (SPSS). Results showed that pre-service English language teachers are confident users of ICT, both for their own personal interests and to integrate ICT in their teaching. However, it is also found that pre-service teachers are skilled in ICT because they have been exposed to it since young. Further results that have emerged from this study revealed that there is no relationship between the time used in ICT and the confidence or skills in using ICT.

In the context of educational transformation, the integration of innovations into teacher education programs is essential for enhancing the effectiveness of the teaching-learning process. Teachers must possess comprehensive content knowledge to incorporate suitable pedagogical practices and create technologically enriched educational environments. Teaching is a dynamic endeavor demanding a diverse range of knowledge and skills from educators, encompassing personal qualities, vocational expertise, and instructional abilities. This research focuses on investigating pre-service teachers' perceptions of Technology, Pedagogical, and Content Knowledge (TPACK). Conducted on 200 pre-service teachers from HNB Garhwal University, the study utilized a TPACK questionnaire with seven components. Employing descriptive quantitative research methodology, the analysis revealed that preservice teachers generally held an average and positive perception of TPACK. Gender and subject stream influenced the Technological Pedagogical Content Knowledge (TPCK) domain, while no significant differences were found in other components. Furthermore, locality and educational qualifications showed no significant impact on TPACK perception. Overall, the findings underscore the importance of understanding pre-service teachers' perspectives on TPACK to inform and improve teacher education programs.

On the quest for validity: Testing the factor structure and measurement invariance of the technology-dimensions in the Technological, Pedagogical, and Content Knowledge (TPACK) model

The aim of this study is to investigate the Technology Pedagogy and Content Knowledge (TPACK) development of pre-service science teachers (PSTs) who participated in a TPACK Development Course (TPACK-DC) that consisted of three stages: a training course, lesson plans involving the application of micro-teaching, and school application. This study was carried out with six PSTs selected according to the appropriate sampling method. Semi-structured interviews, lesson plan reports, and video recordings of lesson presentations were used to follow the development of PSTs. At the end of the study, it was found that TPACK-DC contributed to the association of PSTs' Technological Knowledge (TK), Pedagogical Knowledge (PK), and Content Knowledge (CK), which eliminated deficiencies in these areas of knowledge, as well as in the understanding of TPACK. The TPACK-DC also promoted the use of information and communication technology (ICT) tools by PSTs. It helped to develop the knowledge required to choose suitable teaching methods using technology to teach the related subject matter, teaching said content correctly, applying skills to promote active participation by students, proper classroom management, and applying appropriate guidance while teaching science subjects with ICT tools.

The purpose of the research was carried out to analyze the technological pedagogical and content knowledge (TPACK) of Physics Teachers at MAN in Palu City during the Covid-19 pandemic. The type of research used is survey research with a descriptive quantitative approach. The sample of this research is a class X MAN physics teacher in the city of Palu. The instrument was developed from previous research which has high validity and reliability. Data collection using questionnaires and interviews. Data analysis used the descriptive statistics test. The results showed that the ability of the TPACK components: pedagogical knowledge (PK) was 79.83; content knowledge (CK) of 68.83; technological knowledge (TK) of 70.00; pedagogical content knowledge (PCK) of 80.56; technological content knowledge (TCK) of 92.50; technological pedagogical knowledge (TPK) of 94.83; and technological pedagogical and content knowledge (TPACK) of 79.17. The average ability of the TPACK component of 80.82 is in the good category.

<span>The purpose of this study was to examine an effect of technological pedagogical and content knowledge (TPACK) on information and communication technology (ICT) integration in Indonesia with moderated by creativity. The data for this study was taken from respondents consisting of 405 Economic Teachers using voluntary sampling techniques. The survey method for this quantitative research was conducted by distributing questionnaire to respondents and were developed according to current condition and have fulfilled the requirements for confirmatory analysis test. Inferential analysis using a structural equation model analysis technique with moderating effect shows that TPACK has a positive and a significant effect on ICT integration (β = 0.143, p = 0.008<0.05). The interaction of creativity with TPACK has no positive and no significant effect on ICT integration (β = -0.037, p = 0.238>0.05). The creativity has a positive effect and significant effect on ICT integration (β = 0.513, p = 0.00<0.05). Based on these study results, variable creativity is not a pure moderator rather moderator predictor which means it acts as a predictor or mediator variable. This study can provide useful information that can be used as a stakeholder in providing teachers with opportunities to increase their creativity or as the foundation for future research into measuring teacher creativity as a predictor or mediator variable.</span>

THE PURPOSE OF THIS ARTICLE is to describe two case studies of classroom-based teaching interventions, conducted by final-year pre-service teachers, which were successful in assisting young children with autism engage in and learn literacy through the use of Information and Communication Technologies (ICTs). The 10-day interventions were carried out as part of a two-year Master of Teaching course at an Australian university, and were designed to identify specific learning needs in young children, and then implement targeted interventions. The two cases described here show how ICTs were successfully used to create multimodal texts to support the literacy learning and engagement of young children with autism. The first case involved an intervention that employed two iPad apps—which were not intended specifically for children with autism—to support the literacy learning and engagement of a five-year-old. The second case involved the use of Microsoft PowerPoint on a laptop to develop multimodal non-fiction texts to improve an eight-year-old's attitude to, and engagement with, reading. Each intervention was found to be effective in improving the participating child's literacy achievement and engagement. Each used multisensory and student-centred approaches that acknowledged the children's strengths and interests, with ICTs being used to transform teaching and learning tasks. This article illustrates the successful drawing together of pre-service teachers' technological, pedagogical and content knowledge (TPACK), as well as their knowledge of the children concerned, to devise evidence-based interventions using ICTs to assist young children with autism to engage in, and learn, literacy.

Computer science (CS) teachers’ training and profile is crucial to ensure students have access to quality computer science education (CSE). The aim of this study is to examine the profile of CS teachers in Greece and map it using the technique of persona. This study examines a national sample of 636 CS teachers who teach algorithms and programing in upper secondary education. The building of the persona is based on teachers’ abilities and needs regarding the central aspects of their knowledge with respect to three key domains as described by the technological, pedagogical, and content knowledge (TPACK) framework. According to the results, teachers attain relatively high scores on the TPACK subscales, however they state that there is an area for improvement in their Technology Knowledge and the intersection between content, pedagogical, and technological knowledge. In addition, teachers feel that they need further training on how to incorporate technology in their teaching as well as how to teach algorithms; which are two areas that relate to pedagogical content knowledge and TPACK. By mapping the knowledge, abilities, and needs of CS teachers, we will be able to recognize the challenges they face during teaching and consider strategies and policies for addressing these challenges.

Integrating artificial intelligence in language education, particularly for pre-service English as a Foreign Language (EFL) teachers, presents unique challenges and opportunities. This research seeks to extend the technology acceptance model (TAM) by integrating technological pedagogical and content knowledge (TPACK) to predict behavioral intentions and actual use of AI technologies in an EFL context. Employing partial least squares structural equation modeling, the sample consisted of 436 pre-service EFL teachers. The findings showed that perceived ease of use impacts perceived usefulness (β=0.674) and attitudes (β=0.387). Perceived usefulness affects attitudes (β=0.452) and AI-behavioral intention (β=0.216). The attitudes variable influences AI-behavioral intention (β=0.206). Technological content and technological pedagogical knowledge contribute to TPACK (β=0.278, β=0.311). TPACK impacts AI-behavioral intention (β=0.350) and AI-use (β=0.557). By extending the TAM with TPACK, this study offers insights into optimizing AI adoption among future language educators, thereby fostering innovative teaching practices that enhance language learning experiences for students. The current study covers two areas of Sustainable Development Goals (SDGs): Higher education quality in the EFL area (SDG 4 - Quality Education) and digital transformation in education (SDG 17 – Partnerships for the Goals).

Using the TPACK framework, this research study investigated how pre-service teachers perceive their development of the knowledge, skills, and self-efficacy necessary for technology integration; and explored the opportunities that pre-service teachers have to learn about technology integration. It employed a convergent parallel mixed methods case study design. It has a single-embedded case design. The unit of analysis for inquiry is the undergraduate teacher preparation program at a private British university in Malaysia. This study incorporates quantitative data collection in the form of a survey alongside qualitative data collection conducted through semi-structured interviews. The participants for the survey comprised of three purposefully selected convenience samples of pre-service teachers (Years One, Two, and Three) studying the undergraduate teacher preparation program. Following the administration of the survey, a maximum variation sample of pre-service teachers who participated in the survey was invited for semi-structured interviews. The results indicated that the EFA found support for TK and CK being distinctive knowledge constructs within the pre-service teachers’ knowledge perceptions. While PK, PCK, TPK, TCK, and TPACK were postulated to be distinct knowledge constructs in the TPACK framework, these were not reflected in the perceptions of the pre-service teacher participants of this study. Implications and recommendations are suggested.