TPACK Towards ICT Integration: Does Creativity Have a Moderating Effect?

There have been calls to embed Information and Communication Technology (ICT) into pre-service teacher courses in preference to technology only courses as a means to provide graduate pre-service teachers with the necessary skills to integrate ICT into their teaching practice. This chapter describes a case study of a pre-service science education curriculum course that was designed to embed ICT into its curriculum, assessment and delivery. The tutor modelled best teaching practice in the use of learning technologies. The theoretical framework is Technological Pedagogical and Content Knowledge (TPACK) viewed through a representation construction approach. This approach involved the students undertaking a series of representational challenges where they constructed and critiqued representations. The study found increased student engagement with learning technologies and an enhanced TPACK over the period of the course. Several factors that may have led to these findings are discussed.

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.

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.

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 study aimed to explore college tutors' perspectives on the integration of Information and Communication Technology (ICT) in teaching pre-service early-grade teachers in teacher colleges in Tanzania. The study was guided by two research objectives: (1) to investigate the professional learning support tutors receive and (2) to examine the factors impeding the integration of ICT in teaching pre-service early childhood teachers in the classroom. The purposive sampling technique was employed in sampling the four teacher colleges and four principals, while the convenience sampling technique was used to sample the 41 tutors who participated in this study. A collective case study design was used to explore participants' perspectives on the deployment of ICT integration in their daily teaching. Data collected from the participants were thematically analysed. The study findings show that the majority of tutors had limited regular professional training opportunities on the integration of ICT in teaching. The study findings revealed several factors hindering tutors from integrating ICT in their teaching, including limited technological resources, lack of technical support, unreliable internet, absence of integration guides, insufficient digital security knowledge, lack of familiarity with learning management systems, low digital competence, and outdated technological devices. The study, therefore, concludes that inadequate integration of ICT among tutors exacerbates limited acquisition of the necessary digital literacy skills among early-grade pre-service teachers. In this regard, the study recommends that the government should engage tutors in regular training on the use of ICT in classroom practices. Furthermore, ICT tools and devices should be available in teacher colleges for tutors to utilise in their instructional practices for pre-service early childhood teachers.

Teachers should have different knowledge types including technological, pedagogical, and content to realize effective learning in the digital era. Technological Pedagogical and Content Knowledge (TPCK) is a framework that explains these knowledge types and the interactions between them. It is considered to enable chemistry teachers’ multifaceted teaching. Coping, for this reason, a study to examine chemistry teachers’ level of TPCK is needed. This paper reports the level of chemistry teacher’s TPCK and their perception in terms of teaching stage, gender, and age. The study involved fifty-three students of chemistry education in a public university in Indonesia. A quantitative method was applied to explore their perspective on TPCK. Data were collected through surveys and interviews. The findings showed that the majority of chemistry teachers’ TPCK skills are currently good. They integrate technology into their teaching while conducting online learning due to the COVID-19 pandemic. In terms of teaching stage, age, and gender, provide deep insight into seven indicators of TPCK. However, some indicators still need to be improved, so a TPCK training program for individuals or centralized individuals should be added to the chemistry department program.

본 연구는 교육 환경 변화에 따른 음악교과 관련 테크놀로지 지식의 중요성 인식에 기반을 두어 예비초등교사의 음악과 테크놀로지 교수내용지식(TPACK)에 대한 인식을 분석하고 예비초등교사의 음악과 교수 역량 함양 방안을 논의하는데 목적을 두고 있다. 연구에서는 음악교과의 특성을 반영하여 개선한 음악과 TPACK 설문도구를 사용하였으며, 설문조사는 전국지역 8개 교육대학교의 음악심화전공 3-4학년에 재학 중인 예비초등교사 224명을 대상으로 실시되었다. 분석 결과, 예비초등교사들은 음악 관련 테크놀로지보다 일반적인 테크놀로지를 많이 사용하고 있었으며, 음악과의 TPACK 역량 수준은 높지 않게 나타났다. 예비초등교사들의 TPACK의 차이는 성별에 따라 유의하지 않았으나 학년과 현장실습 경험에 따라 유의한 차이가 있었다. 예비초등교사들의 테크놀로지 경험에 따른 TPACK의 차이는 일반 테크놀로지 경험이든 음악 관련 테크놀로지 경험이든 테크놀로지 내용지식(TCK)이 유의하게 높은 것으로 나타났으며, 경험해 본 음악 테크놀로지 종류에 따라 TPACK의 구성요인에 따른 인식에 있어서 유의한 차이가 나타났다. 이러한 연구결과를 바탕으로 한 논의사항은 다음과 같다. 첫째, 예비초등교사들에게 필요한 테크놀로지 관련 음악 교수 역량 지식 요소에 따른 구체화된 논의가 필요하다. 둘째, 음악교과의 관점에서 예비초등교사의 음악 TPACK의 인식에 대한 정기적인 점검을 통하여 균형있는 역량 개발이 지원되어야 한다. 마지막으로, 실천적 지식으로서의 TPACK 역량이 실질적인 음악교수 전문성으로 형성되기 위해서는 실제적인 교육의 현장에 적용하는 교수 경험과의 연계가 필요하다.The The purpose of this study is to analyze the perception of preliminary elementary teachers' music TPACK(Technological Pedagogical and Content Knowledge) based on the recognition of the importance of music subject-related technology knowledge according to changes in the educational environment. In the study, an improved music and TPACK questionnaire was used, and the survey was conducted with 224 preliminary elementary school teachers in their 3rd and 4th years of advanced music studies at 8 universities nationwide. The observed result was that preliminary elementary school teachers used general technology more than music-related technology, and the level of TPACK competency in music was not high. The difference in TPACK of preliminary elementary school teachers was not significantly correlated to gender, but there was a significant difference when comparing teachers by year in school and field practice experience. As for the difference in TPACK according to technology experience of preliminary elementary school teachers, technology content knowledge (TCK) was found to be significantly correlated, and significant differences appeared when teachers had general technology experience or music-related technology experience. Points of discussion based on these research conclusions are as follows. First, it is necessary to discuss the technology-related music teaching competency knowledge necessary for preliminary elementary teachers. Second, from the perspective of music as a subject, it is necessary to regularly check the preliminary elementary school teachers' perception of music TPACK. Finally, in order to clearly reveal the TPACK, which is the focus of this study, the combination and application of teaching abilities to the actual field of education is required.

The integration of Information and Communication Technology (ICT) has become a key factor in driving this change. This research aims to elucidate educational management strategies to maximize the effectiveness of integrating information and communication technology in the teaching and learning process. The research method used in this study is a literature review with a qualitative approach. Data sources are derived from Google Scholar for the period 2004-2024. This research utilizes Google Scholar as the primary source to obtain relevant, credible, original, and publicly available articles for systematic analysis. The study results indicate that in the era of Information and Communication Technology (ICT) development, the integration of ICT in education is crucial to enhance learning effectiveness. To achieve this, focused and comprehensive educational management strategies are highly important. These strategies should be based on a strong understanding of the role of ICT in learning, integration of ICT into the curriculum, training and support for educators and students, development of technological infrastructure, development of supportive policies, inclusive and sustainable approaches in ICT strategy development, as well as collaboration among educational institutions, government, industry, and the community

Technological Pedagogical and Content Knowledge (TPACK) plays a central role for teacher training and measuring teachers’ preparedness for technology-enhanced teaching. Hence, crafting a validity argument of the popular TPACK self-assessments is key to facilitating evidence-based practices in these areas. However, the existing body of validity evidence abounds in divergent findings, for instance on the factor structure of TPACK self-reports across pre- and in-service teacher samples. To synthesize this evidence and capture its heterogeneity, we conducted a systematic review with a meta-analysis. First, we examined the internal validity of TPACK by analyzing its factor structure using meta-analytic structural equation and network modeling. Second, we compared two theoretical models describing the relations among the TPACK dimension—the transformative and integrative models—against the data. Third, we assessed the external validity of self-reported TPCK by examining its correlation with actual technology use in teaching. Our findings revealed two distinguishable dimensions of TPACK for both pre- and in-service teacher samples, which represented the technological and non-technological dimensions. The integrative model provided an overall better fit to the data. Moreover, TPACK self-reports were moderately correlated with technology use (r ̅s = 0.23-0.49) and exhibited substantial heterogeneity. Our results underscore the importance of generating and considering both internal and external validity evidence when applying TPACK assessments to generate implications for educational research and practice.

<p>Integration of technology in science instruction in special education context can be done within the technological, pedagogical, and content knowledge (TPACK) framework. Therefore, special education teachers are expected to have a good level of TPACK. This study aimed to explore the level of teachers TPACK in science instruction for students with special needs and to compare the TPACK level of teachers based on their gender. This research used a quantitative approach with survey method. The respondents of this study were special education teachers (N= 44). The data collection method was through a survey using the TPACK survey instrument. The validation result used the Pearson Correlation showed value per statement ranging from 0.504 - 0.904. Reliability showed in the Cronbach's coefficient Alpha for internal consistency value of 0.856 (high). The data analysis technique used was the descriptive statistical analysis technique and the independent sample t test. The results showed that the total average of all TPACK domain is concluded in good category with mean score 81.29. The t test calculation showed that the t value (0.123) is less than the critical t value in the t table (2.085). The p value obtained was 0.90, greater than 0.05. Therefore, Ho is accepted. The issue of gender equality that has begun to be implemented in Indonesia can be the reason for the loss of technological mastery differences. In conclusion, TPACK mastery of special education teachers in science instruction was not differentiated by teacher gender with p>0.05.</p>

This research determined the perception of secondary school teachers on the effect of teacher-related factors on the integration of information and communication technology (ICT) for instructional purposes. The study was conducted in 40 secondary schools of the North Rift Valley region of Kenya that had computers. Likert-type scale for each technology acceptance variable (Computer self-efficacy, teacher efficacy, attitude towards computer, Social influence, and Constructivist beliefs) was developed/ adopted for the study. These scales were established to have adequate reliability through a pilot study. Usable data from 400 respondents was collected and used to test the hypotheses. T-test, ANOVA and Fisher’s LSD post hoc analyses were conducted on the data collected using SPSS version 20.0. The results show that voluntariness and computer experience were the two main variables that determined teachers’ perception of factors affecting the integration of Information and Communication Technology for instructional purposes. On the other hand, subject specialization, gender and teaching experience had marginal or no significant influence on teachers’ perception of factors affecting the integration of Information and Communication Technology for instructional purposes. Therefore, it should be understood that a number of factors interact to produce a significant effect on ICT integration in pedagogy.

This research study starts from the premise that the integration of Information and Communications Technologies (ICTs) in education is the key to the ultimate improvement of EFL teaching. Therefore, the purpose of this study is to determine whether the complete integration of ICTs in EFL education in Ecuadorian high schools can materialize or not by examining the diverse realities and perceptions of English teachers and students from public and private high schools. Using the quantitative methodology, this study analyzed the data obtained by administering surveys regarding the use of ICTs to 24 English teachers whose ages ranged between 26 to 50 years old and had teaching experiences that went from 2 to 25 years along with 2520 students whose ages ranged between 11 to 17 years old, equally spread among six public and six private Ecuadorian high schools in three different cities: Quito, Guayaquil, and Machala. The findings show that private high schools are better equipped technologically speaking with full access to ICTs, their staff is mostly ready to work with them and their student population has also complete access to ICTs at home at school and show a positive attitude towards such integration, whereas public high schools are poorly-equipped regarding technology, their teaching staff is under-qualified to work with said technologies in the class and their student population has little or no access to them at home, which makes them have a negative attitude towards the said process. This leads to the conclusion that the successful integration of ICTs in EFL teaching is only feasible in private Ecuadorian high schools due to their advantageous position when compared to their public peers.

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.

The purpose of this study was to examine the impact of a GenCyber camp curriculum on teachers’ technology, pedagogy, and content knowledge (TPACK). The camp was designed to engage participants in developing the knowledge and skills to incorporate GenCyber Cybersecurity First Principles and GenCyber Cybersecurity Concepts (GenCyber, 2019) into their curriculums. Participants (37 middle and high school teachers from a variety of disciplines) attended one of two weeklong camps held at a Midwestern liberal arts university. Using the TPACK Self-Reflection and TPACK Self-Assessment Surveys, pre- and post-camp data were collected from participants. Findings indicate that participants demonstrated an increase in all domains of the TPACK framework from pre- to post-survey. The greatest increase was in Technological Pedagogy Knowledge (TPK) (0.57), followed by Pedagogical Content Knowledge (PCK) (0.51), and Technological Pedagogical Content Knowledge (TPACK) (0.46). GenCyber participants also demonstrated an average increase in pre- and post-test scores in all areas on the TPACK Self-Assessment Survey Results; however, individual results were mixed. The majority of participants (n=21), sixty percent, saw an increase in composite score from pre- to post, whereas 12 participants' (34%) scores decreased from pre- to post, and two (6%) stayed the same. Findings indicate the GenCyber Camp provided in-service teachers with the knowledge and skills necessary to incorporate GenCyber Principles and Cybersecurity Concepts into their curriculum. Recommendations for teacher professional development on cybersecurity are made.

With the advent of salient technologies, the education field cannot remain idle as technological development, and the value of knowledge need to go hand in hand. Therefore, teachers, being at the forefront of the education field, need to equip themselves with the necessary knowledge to ensure a successful teaching and learning process. Despite numerous studies examining teachers’ level of Technological, Pedagogical, and Content Knowledge (TPACK), there is limited research that investigates how teachers translate their TPACK in a blended learning classroom. Hence, this study investigates teachers’ self-assessment of their TPACK towards blended learning implementation in the primary English as Second Language (ESL) classroom and how their TPACK is congruent with their blended learning practice. The sample consisted of 144 Malaysian primary school teachers in the state of Negeri Sembilan. The instruments used were questionnaires and classroom observations. The findings indicated that teachers overall assessed themselves to have a high level of TPACK towards blended learning implementation. Concurrently, teachers’ high TPACK were congruent with their blended learning practice, suggesting that all participants exhibited various facets of TPACK in their blended learning classrooms. As a consequence, the findings highlight the importance of having adequate TPACK to achieve optimal use of blended learning in line with the current 21st-century learning.