Technological Pedagogical Content Knowledge (TPACK)

W artykule zostały przedstawione wyniki dwóch studiów empirycznych, których celem było zbadanie stosunku przyszłych nauczycieli do nowych edukacyjnych rozwiązań TIK. Studia ta ukazują, że podejście nauczycieli do TIK kształtowane jest nie – jak zakładało wiele wcześniejszych badań – w placówce w której podejmują oni pracę, ale w jednostkach w których są kształceni pedagogicznie. Ponadto pokazują, że stosunek przyszłych nauczycieli do TIK wynika także z ich edukacyjnych/szkolnych doświadczeń – z potrzeby reprodukowania znanych im (nisko stechnicyzowanych) modeli edukacji. Koniecznym wydaje się więc wprowadzenie do systemu kształcenia nauczycieli nowego modelu wiedzy i kompetencji, uwzględniającego zapotrzebowanie na wiedzę i kompetencje technologiczne. Takim modelem może stać się tytułowy TPACK (Technological, Pedagogical and Content Knowledge model) – jego podstawowe założenia zostały przedstawione w ostatniej części tekstu, jako swego rodzaju rekomendacja wynikająca z przytoczonych badań.

The purpose of this study is to determine science teachers' technological-pedagogical content knowledge (TPACK) selfconfidence levels. The survey was implemented to 218 teachers working in the province of Kocaeli in 2015-2016 academic year. We utilized two data collection tools: TPACK Self-confidence Scale, which was developed by Graham et al (2009) and adapted to Turkish by Timur and Tasar (2011a); "Personal Information Form" which was developed by us. According to the obtained data, the level of TPACK selfconfidence was observed "quite high". In addition, there was no significant difference in self-confidence levels compared to the gender variable, educational status, type of school and having a tablet variable, but a significant difference was found compared to teacher experiences, the condition of training related to educational technologies , type of the faculty graduated and duration of using weekly educational technologies.

Esta pesquisa teve como objetivo principal descobrir possibilidades de o professor empregar as tecnologias digitais ao ensino coletivo de violão para crianças. Buscou-se compreender como o professor se apropria dessas tecnologias e as relaciona com seus objetivos pedagógicos para o ensino de música. A pesquisa foi realizada na Escola de Música da Universidade federal da Bahia, nas aulas do curso de Iniciação Musical com Introdução ao Violão. A pesquisa tem caráter qualitativo e a metodologia escolhida denominada de Estudo de Caso (BOGDAN; BIKLEN, 1994) tendo como foco central as aulas do IMIV. Para a análise dos dados obtidos, foi usada como alicerce a estrutura TPACK (MISHRA; KOEHLER, 2006) que apresenta a constante interação entre os Conhecimentos Tecnológicos, Pedagógicos e de Conteúdo para o ensino/aprendizagem com tecnologias. Os dados ainda foram discutidos com as ideias trazidas por Bauer (2014) que faz a conexão do TPACK com o ensino de música. Os resultados apresentaram diferentes abordagens pedagógicas com tecnologias com muitas situações em que os conhecimentos tecnológicos, pedagógicos e de conteúdo interagem plenamente no ensino de música/violão para as crianças. Também foi revelada a forte influência do contexto para o uso das tecnologias no ensino de música, tornando praticamente nula a ideia uma única solução para a aplicação destes recursos em aula. Finalmente, observamos também que toda tecnologia traz possibilidades, desvantagens e novos problemas, cabendo ao professor entender a adaptação de cada recurso escolhido ao contexto usado para a obtenção de bons resultados.

The aim of this article is to systematically review the most influential and widely discussed theoretical frameworks that relate to the digital literacy (DL) of teachers. The aim of the research is to show the differences and similarities between the most popular theoretical frameworks on DL. The choice of theoretical frameworks was dictated by the visibility (citability) of the different concepts. The research review includes the five most frequently cited concepts for understanding the phenomenon of the implementation of ICT in education at different levels of formal and university education. The article synthesizes and compares such concepts as TPACK, DigCompEdu, UNESCO, NETS-T, and DigiLit Leicester. Based on the analyses, it was noted that: 1) There is no one-size-fits-all way to measure DL among teachers; 2) The aforementioned theoretical frameworks mostly have clearly defined areas and levels of DL; 3) Most of the concepts assume measurement through self-declaration, abandoning measurement through practical activities; 4) All concepts clearly emphasize that DL cannot be separated from teaching processes; 5) DL among teachers differs from DL among other professional groups, this being due to the specifics of the field; 6) Differences in the formation of the most popular theoretical frameworks may be due to the richness of definitions of DL and the diversity of views on the process of the computerization of education; 7) A common feature of the analyzed frameworks is the integration of DL with methodological elements (content, methods, forms), and teacher and learner development; and 8) The selected frameworks possess their own measurement tools.

This chapter of 14,000 words is in Niess, M.L. & Gillow-Wiles, H. (July 2015). Handbook of Research in Teacher Education in a Digital Age. It focuses on Kitty a high school teacher in an Australian high school who conceptualised her knowledge of technology integration based on flexibility, experiential learning and creativity, preparation of learning, and whole school culture.

Virtual reality anatomy models were created to support an online case study approach to sports injury assessment and treatment in an undergraduate kinesiology program. Mixed method research established that while the case study was designed to supplement classroom experiences, students preferred to engage in the cases with selective scaffolding from the instructor. This has led to a refined instructional strategy based on student feedback. The virtual reality models and case-based learning were found to be particularly effective for anytime-any place access to solving injury scenarios. This action research study has direct implications for the teaching of teachers who wish to capitalize on the benefits of both problem-based learning and technology integration. Research Context Acadia University is primarily an undergraduate liberal arts university of approximately 4000 students a nd 250 faculty members. As the first true Canadian laptop university, this particular institution has extensively explored the potential of technology to empower education. All classrooms on campus are fully equipped with multimedia presentation hardware and internet access. As a result of this, students and instructors routinely use laptop computers for most classroom activities. It is important for educators to use technology for a specific purpose. Researchers have called for renewed efforts to explore both what types of knowledge should be taught using technology, and how to best prepare teachers to use technology to support teaching and learning. Case-based learning can be used to prepare teachers from all levels, for the realities of a classroom. Recent research has placed a considerable amount of effort to examine the challenges of incorporating technology into pedagogically sound teaching models (Mishra & Keohler, 2006). The following action research account provides a specific example of how compute r technology can be used to offer case studies in a unique electronic format. This context offers sport therapy educators a new and innovative means to "teach with technology". Research Problem Acadia University's Bachelor of Kinesiology degree has a specialized area of interest known as the Sports Injury Assessment and Management (SIAM). Students in this program work with varsity sport teams (in the role of therapy assistant) and also complete courses in sports injury assessment and rehabilitation. Although this program is not an accredited Athletic Therapy program by the national governing body in Canada-the Canadian Athletic Therapists Association (CATA), many of these SIAM students move onto further graduate degree programs in athletic therapy, physiotherapy, medicine, or other health professional fields after graduating with their Kinesiology degree.

The present study seeks to investigate what and how Shannon, an English teacher of 7-12 classrooms, adopted what she learned in the technology and literacy course into her classrooms. Starting from being handed an iPad in her hand and told to use it in her teaching to taking part in a technology for literacy course guided by the TPACK framework (Mishra & Koehler, 2006) and TPACK-in-Action model (Tai, 2013), Shannon had gone through an adventurous journey in technology integration. Coming from a case study approach, the study aims to investigate what and how Shannon took away from the course and transform what was learned into actions in her classrooms through multiple data sources including her course projects, observations, and interviews. The findings indicated that Shannon had not only adopted what she had learned in the course, including technology and in-class activities but also transformed the knowledge learned into actions. Moreover, Shannon demonstrated a number of TPACK competency in her teaching, indicating that she was able to see beyond technology in solation but rather the interplay among technology, pedagogy, and content while integrating technology into her teaching. In all, the findings indicate that helping teachers understand TPACK and employing TPACK-in-Action model to guide the preparation course might plan an important part in preparing teachers to integrate technology, which informs teacher educators and teacher preparation program in the design of their courses and program.

In this article the use of Augmented Reality (AR) as an educational technology in classroom applications and teacher training is suggested. AR is a combination of real-world information with digital information overlaid. A review of the research literature on AR learning environments reveals that in most studies AR contributes to successful learning and increased motivation. An evaluation study reveals that teachers’ ability of self-concept for implementing AR within their classrooms is closely related to educational technology and the technology itself in general. Here, teachers need orchestrated support for implementing AR in classrooms. Subsequently, a model for design and implementation of AR classroom application is suggested. These suggestions are illustrated by some exemplary AR classroom learning environments. This paper closes with recommendations for future research, in which more basic and controlled experimental research is needed in order to get a valid impression about the benefits of AR as classroom technology.

This mock research proposal was composed April 2015 as a final project for the UBC MET course etec500 Research Methodologies in Education.

The purpose of this proposed study is to identify relationships between targeted professional development and middle-school teachers’ levels of purposeful technology integration. The aspects explored are rich-technology tasks in relation to student assessments of higher-order thinking, the characteristics of successful educational technology professional development (ETPD), and the value of the TPACK and SAMR frameworks for empowering teachers to increase the frequency of technology-based student activities in Science and English unit planning.  The results of this pilot study can be used to find whether effective ETPD in a TPACKxSAMR matrix is able to change pedagogy and instructional practices of reluctant technology integrators.  The anticipated results of this mixed correlation study is the identification of a positive correlation between participation in the ETPD and instructional change.  In regard to professional development for students’ technology integration, Ontario’s Ministry of Education acknowledges that “very few initiatives have successfully operationalized deep learning skills for measurement purposes, and none … have ‘broken through’ to broad use across schools and systems …” (Beggs, Shields, Telfer, & Bernard, 2013, p.44).  These findings may be useful in suggesting directions for further research and prompting reform of current technology focused professional development in Ontario school boards. 
(Contains: 3 Tables, 6 Figures, 2 Appendix)

Key Words: Rich Technology, Higher Level Thinking, Framework, Technology Integration, Professional Development, Unit Planning

This is the abstract of the dissertation (2013) and it gives a link to the full thesis in the University of Western Sydney library. In October 2014 the dissertation was awarded the NSW Institute for Educational Research Beth Southwell Award for Outstanding Thesis.

Fokus utama kajian adalah membangunkan model pengajaran dan pembelajaran menggunakan kerangka TPACK (Technological Pedagogical and Content Knowledge) dan keberkesanan e-pembelajaran dalam subjek Kimia Matrikulasi. Ini merupakan model pengajaran dan pembelajaran yang boleh digunakan oleh pensyarah-pensyarah dalam mengintegrasikan kemahiran teknologi, kemahiran pedagogi dan kemahiran kandungan (content) untuk mengajar subjek Kimia pada peringkat pra universiti atau matrikulasi. Selain itu juga, model TPACK digunakan untuk meramalkan keberkesanan e-pembelajaran subjek Kimia matrikulasi yang diamalkan semasa pandemik covid-19. Kajian Tinjauan telah dijalankan secara rawak ke atas 199 responden daripada 460 pensyarah subjek kimia matrikulasi seluruh negara. Daripada dapatan yang diperolehi, tahap amalan pengajaran dan pembelajaran pensyarah kimia matrikulasi dan kompentensi pensyarah terhadap aplikasi e-pembelajaran adalah tinggi. Selain itu, di akhir kajian, pengkaji dapat membangunkan satu model pengajaran dan pembelajaran yang baru yang berasaskan kepada Model TPACK dengan keberkesanan e-pembelajaran bagi subjek kimia matrikulasi yang memenuhi indeks kesepadanan dengan nilai R 2 = 0.66 daripada variansnya. Diharapkan model ini akan dijadikan asas dalam pembentukan model baru era pasca covid-19 yang akan menjadi tunjang dalam pelaksanaan pengajaran dan pembelajaran khususnya dalam subjek Kimia diperingkat matrikulasi. Kata kunci : Model pengajaran dan pembelajaran, TPACK, amalan, kompetensi, keberkesanan epembelajaran, kimia matrikulasi.

The paper compares the way ESL learners use Facebook to learn English with that of EFL learners in order to find out the similarities and differences in their utilization as well as attitudes towards Facebook. It also provides ESL/EFL teachers with helpful techniques to use Facebook in language education effectively.

The purpose of this intervention has been to improve pre-service physical education
teachers’ Technological Pedagogical Content Knowledge (TPCK or TPACK),
Technology Integrated Self-Efficacy (TISE), and Instructional Technology Outcome
Expectations (ITOE). A pre-/post-test design without a control group was used in the
study. Participants were third-year students (n = 42) who have completed the Turkish
version of TPACK, TISE, and ITOE before and after this 12-week intervention. The
data were primarily analysed through descriptive and paired-sample t-test statistics
(p < .05). Descriptive analyses showed an increase in all subscales of TPACK, TISE,
and ITOE scores. The paired-sample t-tests revealed a significant difference in scores
for content knowledge, pedagogical knowledge, technological pedagogical knowledge,
overall TPACK and ITOE. However, no significant difference in technological knowledge,
TPACK, and TISE scores was observed. In conclusion, the intervention was
effective for determining and developing TPACK variables and ITOE in pre-service
physical education teachers.

This paper describes a teacher knowledge framework for technology integration called technological pedagogical content knowledge (originally TPCK, now known as TPACK, or technology, pedagogy, and content knowledge). This framework builds on Lee Shulman’s (1986, 1987) construct of pedagogical content knowledge (PCK) to include technology knowledge. The development of TPACK by teachers is critical to effective teaching with technology. The paper begins with a brief introduction to the complex, ill structured nature of teaching. The nature of technologies (both analog and digital) is considered, as well as how the inclusion of technology in pedagogy further complicates teaching. The TPACK framework for teacher knowledge is described in detail as a complex interaction among three bodies of knowledge: content, pedagogy, and technology. The interaction of these bodies of
knowledge, both theoretically and in practice, produces the types of flexible knowledge needed to successfully integrate technology use into teaching.

Technological Pedagogical Content Knowledge (TPACK) is considered as a valuable frame for describing and understanding technology integration into different educational settings, including English as a Foreign Language (EFL) classroom. There is an accumulated body of literature on TPACK among teachers engaged in different areas of education. However, few studies have addressed the assessment of TPACK through students' perspectives in EFL settings. To address this gap, the purpose of this study was set to assess Iranian EFL students' perspectives regarding their teachers' TPACK. A total of 148 Iranian EFL students participated in this survey study. The data were collected through administering a previously validated TPACK questionnaire to the participants of the study. The findings obtained from the survey indicated that most EFL students perceived that their EFL teachers excelled in four components of TPACK such as technological knowledge (TK), pedagogical knowledge (PK), content knowledge (CK), and pedagogical content knowledge (PCK), but the teachers were perceived to be relatively less proficient in the other three components of the scale such as technological content knowledge (TCK), technological pedagogical knowledge (TPK), and TPACK. The results suggest that Iranian EFL teachers may require further training in these latter elements of the TPACK to gain the required proficiency to integrate technology more effectively into their language classrooms.

Through the lens of teachers of English as a Foreign Language (EFL) in China, this chapter aims to examine what knowledge of technology EFL teachers at all levels possess and how they apply their technological knowledge in teaching practice. The reviewed literature indicated that most EFL teachers hold positive attitudes towards technology. However, there still exists a gap between the curriculum requirement and the reality in terms of technological pedagogy in EFL teaching context. EFL teachers' use of technology in teaching varies in terms of personal preferences, school levels and locations, and administrative support. In addition, this review revealed that several factors influence EFL teachers' integration of technology into their practice and some challenges are still on the way: 1) EFL teachers' knowledge of technology is insufficient; 2) Lack of resources for schools and teachers at less developed areas, and 3) Lack of specific support for EFL teachers' technological needs.

This study focuses on the development of Technological Pedagogical And Content Knowledge (TPACK) in mathematics and science of pre-service special education teachers via one
course. TPACK development is measured through a survey (teachers’ perceptions of knowledge) and lesson plans (teachers’ artifacts). Paired samples t-test revealed that upon completion of the course requirements, the participants’ TPACK scores increased significantly in regards to their perceptions as well as their lesson plans. Correlations between the two measures were not significant leading to a discussion about assessing constructs through measures of self–perception and teaching artifacts. Factor analysis of the survey raises questions about the domains of knowledge of the TPACK framework. Implications for teacher education programs are discussed.

The purpose of this study is to investigate the pre-service teachers and their instructors' perspectives in the United Arab Emirates (UAE) of the preparedness of the pre-service teachers to utilize technology for classroom activities. The framework chosen for this purpose was the Technological Pedagogical and Content Knowledge (TPACK) model. Three universities were approached to collect the quantitative data via a survey that was mainly based on Schmidt et al (2009) TPACK survey. The findings indicated that pre-service teachers have confidence regarding their TPACK skills in general with the highest mean score of M=4.12 for Content Knowledge and the lowest mean score of M= 3.68 for Models of TPACK. The one-way ANOVA outcome revealed that specialization affects the TPACK of pre-service teachers. In addition, it was found that the most important factor affecting the Information and Communication Technology (ICT) integration skills in the classroom is practical experience in schools.

This chapter explores intersections between technology, digital media, music, musicking, and education. At focus is the development of a hybrid approach that encompasses multifaceted ways that people enact musicianship in relation to and through digital media and technology. In the context of music education, a hybrid approach embraces overlaps, combinations, connections, and blurred lines among music and ways of being musical. It fosters classrooms that mix aspects of general music and ensembles; mobile devices and acoustic instruments; or musics from multiple genres, eras, and cultures. The hybrid approach discussed in this chapter situates students’ learning and musical engagement in musical inquiry and projects. This approach is flexible enough to support students’ interests in particular musical foci in a manner that resists linear, sequential, or compartmentalized forms of instruction. This chapter provides a springboard for developing and facilitating learning environments that are comprehensive in scope and rich with possibilities.

Context is an essential aspect of educational research. In this chapter, the authors discuss how context has been avoided or has referred to different constructs among educational technology research, especially among research on the Technological Pedagogical Content Knowledge (TPACK) framework. The authors discuss the descriptive, inferential, and practical implications of the framework for the context of teachers’ TPACK advanced by Porras-Hernández and Salinas Amescua (2013). Then, they exemplify the power of this framework by using it to guide a descriptive study conducted to determine the extent to which the publications included context. They also describe what researchers meant by context as understood through the framework for context. The authors found that context was important but often missing from research about TPACK and that the meaning of context has differed widely. They discuss these findings in relation to the TPACK literature as well as for educational technology research.

Bu çalışma, bir ilköğretim matematik öğretmen adayının, öğretmenlik uygulaması dersi sırasında, geometride üç boyutlu cisimlerin farklı yönlerden görünümleri konusunu anlatırken Teknolojik Pedagojik Alan Bilgisi'ndeki değişimi incelemek için yapılmıştır. Örneklem bir öğretmen adayı olarak Ankara'daki büyük üniversitelerden birinden seçilmiş, katılımcı anlaşmalı özel okulda stajını yaparken gözlemlenmiştir. Çalışmada kullanılan veri toplama araçları görüşmeler, gözlemler, alan notları, GeoGebra dosyaları ve ders planlarıdır. Araştırmanın sonucu düşünüldüğünde, ilköğretim matematik öğretmen adayının Teknolojik Pedagojik Alan Bilgisi'nde (TPAB) öğretmenlik uygulaması dersi boyunca bir gelişim olduğu görülmektedir. Müfredatı teknoloji ile birleştirme ve öğrencilerin teknolojiye erişimini sağlama konusundaki gelişim küçük olsa da, teknoloji aracılığıyla öğretme ve öğrencilerin öğrenmelerini sağlama konusunda öğretmen adayının TPAB seviyesinde önemli bir artış gözlemlenmiştir. Sonuçlar göz önünde bulundurulduğunda, öğretmen eğitimi programlarında öğretmenlik uygulaması dersi sırasında öğretmen adaylarını destekleyici teknoloji derslerinin gerekliliği ortaya çıkmaktadır çünkü matematik sınıflarında etkili bir öğrenme ortamı sağlanabilmesi için öğretmen adaylarının gerekli temel becerilere sahip olması beklenmektedir.

TPACK (Technological Pedagogical Content Knowledge) cuba untuk menangkap beberapa kualiti penting dari pengetahuan yang diperlukan oleh guru untuk mengintegrasikan teknologi dalam pengajaran. Kerangka utama TPACK merupakan interaksi yang rumit dari tiga polar utama pengetahuan: Pengetahuan Teknologi(TK), Pengetahuan Pedagogi(PK), dan Pengetahuan Konten (CK). Kerangka utama TPACK ini dibangun atas gagasan Shulman tentang Pengetahuan Pedagogi Konten (PCK). Hal ini terlihat dalam ilustrasi / bahagian TPACK berikut: Pengajaran merupakan salah satu contoh klasik dari ill-structure, ditandai dengan tingkat kompleksiti konsep yang berbeza untuk beberapa kes(Misra, Spiro & Feltovich, 1996; Spiro & Jehng, 1990). Keahlian dalam mengajar begantung pada akses yang fleksibel dan penerapan sistem pengetahuan yang sangat terorganisasi (Glaser, 1984; Putman & Borko, 2000; Shulman, 1986,1987). Pengajaran akan terus berkembang secara terus menerus yang disesuaikan dengan konteks, lingkungan penerapannya yang sangat komplek dan dinamis (Leinhardt & Greeno, 1986) yang mengharapkan guru mengintegrasikan pengetahuan cara/ pola belajar dan berfikir mahasiswa, pengetahuan tentang bahan pelajaran dan pengetahuan teknologi. Sebagai seorang pendidik tentunya guru mengetahui pengetahuan aplikasi dalam mengajar, yang banyak melibatkan banyak struktur konseptual dan prespektif yang berbeza yang berperanan secara unik dalam pembelajaran. Untuk mengintegrasikan teknologi dalam suatu pembelajaran merupakan suatu permasalahan yang tidak sederhana atau komplek sehingga pada akhirnya dapat mempermudah atau mempersulit suatu proses pembelajaran untuk mencapai tujuan pembelajarannya. Teknologi disini mencakup pengetahuan dan peralatan samada analog maupun digital, baik yang sudah lama atau yang baru. TPACK (adalah TPCK) Teknologi Pengetahuan Kandungan Pedagogi (TPACK), membina pada idea Shulman PPK, dan cuba untuk menangkap beberapa kualiti penting pengetahuan yang diperlukan oleh guru untuk integrasi teknologi dalam pengajaran mereka, manakala menangani kompleks, pelbagai rupa dan terletak sifat pengetahuan guru. Pada hati kerangka TPACK, adalah interaksi kompleks tiga bentuk utama pengetahuan: Kandungan (CK), Pedagogi (PK), dan Teknologi (TK). Integrasi teknologi yang berkesan untuk pedagogi di sekitar perkara tertentu memerlukan membangunkan sensitiviti terhadap hubungan yang dinamik, urus niaga di antara ketiga-tiga komponen. Seorang guru yang mampu berunding hubungan ini mewakili satu bentuk kepakaran yang berbeza dari, dan lebih besar daripada, pengetahuan pakar tatatertib (mengatakan ahli matematik atau ahli sejarah), seorang pakar teknologi (seorang saintis komputer) dan seorang pakar pedagogi (yang berpengalaman pendidik).

Game-based learning is varied and so are the assessments and methods used to determine what is learned with games. The author used two studies conducted in different settings to illustrate the role of technological pedagogical content knowledge (TPACK) and play, curricular activity, reflection, and discussion (PCaRD) in game-based learning. In the first project in an after-school study in a computer lab, 26 middle school students played a game for 7 weeks. Assessments were created using a game analysis based on TPACK to examine learning and motivation TPACK allowed for the creation of assessments that focused on the content in a game and highlight the genre effect on pedagogy in gameplay. In the second study conducted with 21 high school learners, TPACK played the same role; however, PCaRD was used to integrate the game into a classroom. The integration process included the previously developed assessments for learning and motivation. Whereas TPACK provides a lens to analyze digital games for pedagogy and content, PCaRD provides a pedagogical model for integrating games into learning settings. This has implications for designers of games, teachers using games, and researchers studying games for learning.

Today's tech savvy young learners are equipped with a variety of technological tools used as easily as pencils and paper. Many reach for the laptop first when it's time to write or look for an ebook when it's time to read. Ebooks are increasingly viewed as an appropriate source for literacy exposure to books and reading by parents and educators, as net sales revenue from ebooks surpassed hardcover books in the first quarter of 2012 (Boog, 2012).

As educators consider adopting ebooks as instructional resources, we must consider how to effectively merge content, pedagogy and technology in the early literacy classroom. In this article we discuss the emerging role of ebook technology in early reading instruction, along with describing how the Technological Pedagogical Content Knowledge (TPACK) framework (Mishra & Koehler, 2006) can assist teachers in understanding the dynamic relationship between content, pedagogy and technology in the literacy classroom.

In 2005 the term Technological Pedagogical Content Knowledge (TPCK) as a conceptual framework to describe the knowledge base for the effective integration of technology in teaching was introduced. Matt Koehler and Punya Mishra built their ideas based on Lee Shulman’s notion of Pedagogical Content Knowledge (PCK) and indicated that TPCK consists of Technological Knowledge (TK), Pedagogical Knowledge (PK), Content Knowledge (CK) and the overlapping domains Pedagogical Content Knowledge (PCK), Technological Pedagogical Knowledge (TPK), Technological Content Knowledge (TCK) and Technological Pedagogical Content Knowledge (TPCK). In 2007 TPCK was changed to TPACK to better reflect the interdependence of the three contributing knowledge domains, and in 2008 "Context" was added to the framework, because it was argued that teaching with technology does not take place in isolation but is each time situated in a specific educational context. Since that time the TPACK framework and the accompanying Venn diagram has been adopted by many researchers and practitioners for describing the knowledge and skills that are needed for the effective ICT integration in teaching. This also lead to the desire to measure whether teachers have sufficient TPACK and whether growth in TPACK can be measured.

The aim of the study was to identify the effect of a blended-learning course in EFL teaching on developing student teachers' technological pedagogical content knowledge (TPCK) and motivation. The sample of the study consisted of seventy-four EFL third year student teachers at the Faculty of Education, Minia University. The participants were divided into two groups, thirty seven for each group. The quasi-experimental research design was followed with one of the two groups as an experimental group and the other as a control one. A technological pedagogical content knowledge (TPCK) test and a motivation scale were designed by the researcher and used to collect data after checking the validity and reliability of the two measurement instruments. The findings of the study revealed a statistically-significant difference at the level of (0.01) between means of scores of the experimental and control groups in the post-test of both the technological pedagogical content knowledge (TPCK) test and the motivation scale in favor of the experimental group. The findings were discussed in light of the previous literature highlighting the role of blended learning in developing the technological pedagogical content knowledge (TPCK) and motivation of the student teachers. Recommendations of the study included the need for reconsidering the structure of the EFL teacher preparation program to focus on the technological preparation of the EFL student teacher and to support the provision of blended learning courses at both individual and institutional levels.

Emergence of new technological innovations has influenced every aspects of human life. Use of technological innovations in a class room is inconceivable one today. 21st century is witnessing such type of interventions of technology than it has been in the 20th century. In order to prepare the students to become the 21st century citizens they must be exposed to technology based instruction in the class room. To be able to survive and be successful in the future school environment, teachers would need to acquire additional knowledge and skills, both general and specific, Teachers play a vital role in

Resumen del contenido de la investigación

Doctorado en desarrollo educativo con énfasis en formación de profesores

Formación del Profesorado: Análisis de la Formación en Plataformas a través del MODELO TPACK

    A partir del año 2014, el país enfrenta la profesionalización docente, teniendo dos perfiles en sus filas, aquellos que son egresados de las escuelas normales con el conocimiento sobre las distintas disciplinas en el ramo educativo y aquellos que son egresados de las distintas licenciaturas con el conocimiento sobre la materia, aquí es en donde se marca la diferencia de conocimientos entre uno y otro perfil. Bajo esta premisa se identifica la existencia de la brecha de conocimiento de cada uno de ellos hacia el perfil idóneo representado por los parámetros e indicadores de conocimientos y habilidades que regula y estandariza la Secretaría de Educación Pública de los Estados Unidos Mexicanos.
    Ante este escenario el docente se ve involucrado en el uso e integración de las TIC y ambos tipos de docentes deben, como valor agregado, contar con conocimientos y habilidades tecnológicas, detectándose otra brecha de conocimientos que cerrar; en el caso del uso de las plataformas virtuales educativas se define otro perfil y rol de tutor donde se solicita que el docente posea conocimientos y habilidades tecnológicas, disciplinares, educativas, motivacionales y afectivas, detectándose otra brecha de conocimientos que cerrar.
    “El acelerado avance en los conocimientos científicos y tecnológicos y las exigencias de la convivencia en la comunidad escolar y del desarrollo económico y social, han significado nuevas demandas a las escuelas y al quehacer de los maestros” señala el documento de la Reforma educativa (2013), sin lugar a dudas enfrentamos una revolución educativa con la que se producirán nuevos proyectos tecnológicos en educación y donde el maestro participa en ambos roles como docente y alumno en la educación b-learning y virtual al día de hoy en el modelo educativo mexicano que está inmerso en el  Constructivismo.
    El objetivo que gesta y da existencia a esta investigación es realizar un análisis de la formación de profesorado en plataforma a través del Modelo TPACK, se considera apremiante conocer sobre el estatus actual de conocimientos que poseen grupos de docentes que imparten o cursan el diplomado de formación de tutores para docentes de nuevo ingreso impartido por una Universidad Pública de México mediado por las plataformas educativas ubicados favorablemente en 29 estados de la República mexicana.
    El presente trabajo analiza el instrumento del Modelo TPACK en sus dimensiones y sub-dimensiones de conocimientos y a su vez analiza el contexto educativo actual por el cual atraviesa México tomando como bases de integración: la Reforma educativa, el uso de las plataformas virtuales enfocando en el conocimiento tecnológico, así como el conocimiento sobre los estilos de aprendizaje de sus alumnos vistos a través de los siete saberes de Shulman (2005) y el producto es un instrumento Modelo TPACK integrado al contexto educativo actual en México tipo encuesta en escala Likert. Este instrumento se aplicó a 6,667 docentes de los cuales solo 1,822  autoevaluaron sus conocimientos, estos profesores actualmente se desempeñan como tutores que acompañan a los nuevos profesores que ingresan al sistema educativo de toda la república mexicana del año 2015 a la fecha, transmitiendo su conocimiento de contenido, pedagógico, didáctico y en algunos casos tecnológico, para de esa forma homologar la formación de los dos tipos de profesores que tenemos en el país derivados de la Reforma educativa, esta homologación se considera afecta de forma directa el conocimiento de los profesores y por esta razón se considera ser la muestra idónea para el análisis de la formación del profesorado. Se llevó a cabo una revisión epistemológica sobre los siete conocimientos que contiene el Modelo TPACK con la finalidad de comprender su evolución conceptual del año 2006 al 2017, y de esta forma poder definir la aproximación metodológica actual integrándolos al contexto, así como la definición de nuevas dimensiones y subdimensiones útiles para el desarrollo de nuevas líneas curriculares. El “método” se describe el tipo modelo cuantitativo del tipo descriptiva e inferencial, descripción del Modelo
TPACK tomado como punto de partida para una mejora e inclusión en México, se describe la población con muestreo probabilístico aleatorio simple.
    En el estado de resultados se muestra la información obtenida sobre las hipótesis con respecto a la existencia de diferencias significativas en relación al Genéro, Grado académico, Zona geográfica, Nivel educativo y Años de servicio, los 7 conocimientos fueron re-subdivididos en 5 factores, donde se aprecia la brecha de conocimiento. En resumen, se realiza incapié que en el ámbito de Género en relación a los factores 1, 2, 3, 4, y 5 los hombres se autoevaluaron en un puntaje promedio superior que las docentes mujeres lo cual se coincide con Cabero y otros (2014a)  y también se coincide con el mismo autor como lo sugieren: “un mayor dominio de este tipo de conocimientos que entra en acción el componente tecnológico (conocimientos tecnológicos (TK), tecnológico pedagógico  (TPK), y tecnológico del contenido (TCK)).
    En los resultados de la autoevaluación por Grado académico, los profesores con el grado de Doctorado refieren tener mayor valor en conocimiento que los docentes de Maestría y Licenciatura, excepto en los conocimientos de contenido de Matemáticas y con integración currículo tradicional plataforma con valores medio y los conocimientos tecnológicos pedagógicos contenido con valores deficientemente agudos, repuntando valores en estos conocimientos los profesores con el nivel de Licenciatura y como antecedente en el estudio de  Cabero y otros (2014a) concluye con una “falta de significación en el conocimiento del contenido por los profesores encuestados y coincide con los obtenidos por: Niess (2012), Zelkowski y otros (2013), y Mouza, Karchmer Klein, Nandakumar, y Vilmaz (2014)”, los cuales los profesores con el grado de Licenciatura se denotan con valores más altos que los grados de Doctorado y Maestría.
    En los resultados de la autoevaluación por Zona geográfica en la que labora en relación a sus factores 1, 2, 3, 4 y 5, la zona de Occidente presentan un puntaje mayor que los docentes de las otras zonas, y se deduce por medio del estudio de Cabero y otros (2014a) donde señalan que puede darse el caso que los profesores cuentan con una “una fuerte tendencia a autovalorse muy positivamente” y se consideran “más competentes” en su investigación Cabero y otros hablan de los “conocimientos tecnológicos y sus conocimientos de interrelación,  que en los de conocimiento de contenido”, no obstante, no se dudó en ningún momento que la presente investigación podría presentar una tendencia similar, sólo que esta investigación se analiza en una mayor cantidad de dimensiones.
    En los resultados de la autoevaluación por Nivel educativo donde laboran, en relación a sus factores 1 y 2, el nivel educativo de preescolar refiere tener el mayor puntaje, en el factor 2 en promedio medio en conocimiento del contenido de Matemáticas se encuentra el nivel primaria, en Ciencias se encuentra en promedio medio en el nivel de secundaria, y en el conocimiento de pedagógia, didáctica, sociales y estilos de aprendizaje se encuentra con mayor puntuación los profesores que imparten en Educación Superior; En el factor 3 el mayor puntaje de autoevaluación lo obtuvo el nivel educativo de Educación Especial, excepto en el conocimiento Pedagógico General se encuenta en el mayor puntaje el nivel de Primaria; En el Factor 4  y 5, los resultados de los conocimientos en el ámbito pedagógicos y tecnológicos el que presento el mayor puntaje es el nivel Secundaria, tal parecierá mostrar que los profesores demuestran contar con los conocimientos en base a la preparación en relación a su práctica, por lo tanto se coincide con Cabero y otros (2014a); Jang y Tsai (2013) “señalar con claridad que la experiencia del profesorado influye en su TPACK”, se deduce que “repercute en las autovaloraciones su conocimiento que domina en los distintos niveles en el cual se desempeñan los profesores”, y se fundamenta con Lizana (2012) que menciona que “los factores identificados sirven tanto para la corroboración del conocimiento explicitado en la colección de Buenas Prácticas, como para la identificación y licitación del conocimiento con experiencia de los docentes”.
    En la autoevaluación correspondiente a los Años de servicio del profesor, en el factor 1 presentan mayor conocimiento los docentes con 30-40 años de servicio; en el factor 2 presenta mayor puntaje los docentes con 30-40 años excepto los conocimientos tecnológico y general y en el Factor 4 en los conocimiento pedagógicos obtuvo una mayor puntuación los profesores con 1-10 años de servicio; En el factor 3 y 4 cuentan con el mayor puntaje los profesores con  11-20 años de servicio y en el factor 5 en el conocimiento tecnológico contenido, excepto con un puntaje alto en el resto de conocimientos el profesor con 1-10 años de servicio.
    De forma general, era de esperarse encontrar una autovaloración promedio inferior sobre los conocimientos tecnológicos (TK) y conocimientos de interrelación: tecnológico pedagógico  (TPK), y tecnológico del contenido (TCK) y en esta dimensión se coincide con Cabero y otros (2014a) donde sugieren “ello nos lleva de nuevo a señalar la necesidad de cambiar la formación de los profesores en TIC” donde se les dé la oportunidad de desarrollar habilidades e incrementar el conocimiento tecnológico pedagógico y didáctico en el uso de las TIC así como el uso y creación de nuevas metodologías de aprendizaje.... Se sugiere en un futuro integrar el Nuevo modelo educativo al Modelo TPACK integrado por Chavana. Blanca Aurora Chavana Cubos