Module 02: Pedagogy and ICT

Professor O. O. Ogunlade
Ph.D., M.Ed., B.Ed. Educational Technology

&

Abdulrahman M. R.
M.Ed., B.Ed. Educational Technology

Department of Educational Technology,

Faculty of Education,
University of Ilorin.

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Table of Contents

Title Page................................................................................... i
Table of Contents....................................................................... iii
Introduction to the Module
How to Use this Module……………………………………………………………… vi
Module Rationale……………………………………………………………………… vi
Course Objectives...…………………………………………………………………… vi
Course Requirements………………………………………………………………… vii
Time………………………………………………………………………………………… vii
Materials…………………………………………………………….……………………… vii
Assessment of the Module………………………….……………………………… vii
Module Contents
Unit 1: ICT and Learning Styles
1.0 Introduction………………………………………………………………………. 1
2.0 Specific Objectives ……………..……………………………………………… 1
3.0 Main Content ....................................................................... 1
3.1 ………………………………..………………………………………………………. 1
3.2 ………………………………..………………………………………………………. 2
3.3 ………………………………..………………………………………………………. 3
Self Assessment Exercise …………………………………………………. 3
4.0 Tutor Marked Assignment...................................................... 3
5.0 Summary............................................................................. 4
6.0 Further Resources................................................................. 4

Unit 2: ICT and Teaching/Learning Strategies

1.0 Introduction……………………………………………………………………….. 5
2.0 Specific Objectives ……………………………………………………………… 5
3.0 Main Content ....................................................................... 5
3.1 ………………………………..………………………………………………………. 5
3.2 ………………………………..………………………………………………………... 6
3.3 ………………………………..……………………………………………………….. 6
3.4 ………………………………..………………………………………………………... 6
3.5 ………………………………..……………………………………………………….. 7
Self Assessment Exercise …………………………………………………. 8
4.0 Tutor Marked Assignment....................................................... 8
5.0 Summary............................................................................... 8
6.0 Further Resources.................................................................. 8

Unit 3: ICT and the Learning Environment

1.0 Introduction……………………………………………………………………….. 5
2.0 Specific Objectives ……………………………………………………………… 5
3.0 Main Content ....................................................................... 5
3.1 ………………………………..………………………………………………………. 5
3.2 ………………………………..………………………………………………………... 6
3.3 ………………………………..……………………………………………………….. 6
3.4 ………………………………..………………………………………………………... 6

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3.5 ………………………………..……………………………………………………….. 7
Self Assessment Exercise …………………………………………………. 8
4.0 Tutor Marked Assignment....................................................... 8
5.0 Summary............................................................................... 8
6.0 Further Resources.................................................................. 8

Unit 4: TPACK (Technology, Pedagogy, and Content Knowledge)

1.0 Introduction………………………………………………………………………. 5
2.0 Specific Objectives ……………………………………………………………… 5
3.0 Main Content ....................................................................... 5
3.1 ……………………………….………………………………………………………. 5
3.2 ……………………………….………………………………………………………... 6
3.3 ……………………………….………………………………………………………. 6
3.4 ……………………………….………………………………………………………... 6
3.5 ………………………………..……………………………………………………….. 7
Self Assessment Exercise …………………………………………………. 8
4.0 Tutor Marked Assignment....................................................... 8
5.0 Summary............................................................................... 8
6.0 Further Resources.................................................................. 8

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Introduction to the Module
This module contains materials on Pedagogy and Information and Communication
technology in Education. It explains meaning and relevance of Information and
Communication Technologies in Education. The various definitions of the concept are
explained. The module also emphasizes the essence of pedagogy and the application ICTs
in Education.

How to use this Module

The module is prepared to provide an insight on fundamental the concept of Pedagogy

and ICTS in Education.

The module contains …. units with necessary theoretical and practical activities, and self
assessment exercises designed to reinforce the information and to enable you to develop
and practise the content. In addition, teacher/tutor marked assignments are provided at
the end of each unit. These are designed to assist you in the achievement of the learning
outcomes for these units.

Rationale

Lecture presentation requires integration of appropriate technological products and

processes in order to enhance effective teaching and learning of concepts. This course
has therefore, been prepared in conjunction with pedagogical, sociological, psychological
and philosophical courses in B. Sc. (Ed.) programme to help learners acquire skills in the
design, production, selection and utilization of instructional media for lesson
presentations. It is also hoped that the course will assist students to communicate
effectively and efficiently during lecture presentations.

Course Objectives

At the end of this Module, you should be able to:

1. Define the concept of ICTs and Learning Styles.
2. Describe and state various type of Learning Styles;
3. Discuss types and relevance of in 21st century education;
4. Discuss issues regarding TPACK; and
5. Identify and explain components of TPACK in Education.

Course Requirements

You will have access to your course materials through the Unilorin Faculty of Education,
E-learning Platform which will provide an online environment for individualised learning
resources, information, and services. You are expected to read this module, and other
recommended course materials (textual, video and audio). You must also be actively
involved in the online classroom environment through online interactions via e-mail group,
online discussions, blogging, and other social media pathways. Where necessary you are
expected to participate in live sessions. You must submit your assignments on or before
the stated scheduled dates as may be determined by your tutor.

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Assessment of the Module

Assessment shall be in written assignments that will cover the contents outlined for the
module.

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Unit 1: ICT and Learning Styles

Content Outline

Introduction

ICTs are viewed as the combination of information technology with other related
technologies specifically communication technology. Information technology, on the other
hand, is defined as the technological application (artifacts) of information in society. ICTs
are transforming the ways in which society and culture are organized, with a significant
impact on challenges in education. They undoubtedly possess potentials to improve both
teaching and learning. Information and Communication Technologies (ICTs) had become,
within a very short time, one of the basic building blocks of modern society.

Specific Objectives
At the end of this unit, you should be to:
1. Define Information and communication technology
2. Describe the relevance of ICTs in the transformation of ways communication in the
society.
3. Identify different types of learning styles
Main Content
ICTs could be explained as a diverse set of technological tools and resources used to
communicate, create, disseminate, store and manage information. These forms of
technologies include computers; internet broadcast technologies (radio and television),
mobile phones as well as other portable devices. They are diverse set of technological
instruments and resources used to communicate, and to create, disseminate, store, and
manage information.

ICTs permeate the business environment, underpin the success of modern corporations,
and provide governments with an efficient infrastructure. At the same time, add value
to the processes of learning, and in the organization and management of learning
institutions. ICT can also be defined as a set of activities that facilitate electronic means,
the capturing, storage, processing, transmission and display of information.

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 In conclusion, ICTs are combination of computer telecommunication and electronic
media using the digital technology which have impacted positively in every aspect of
human existence. Thereby creating a powerful force for changes in how human life such
as information process and business conduct and in fact, determined the status of the
Nations. Information technology had introduced new practices into teaching and
learning processes, acted as catalysts to revolutionize the education system and
empowered teachers and learners by promoting growth of skills necessary for 21st
century work.
Learning Styles

Learners have their preferred learning styles. These cuts across education levels and use
of sensory organs. In this lesson, we shall be discussing seven different learning styles
that could work for you as learner.

We all have different types of learning styles and learn in different ways, consciously and
unknowingly. We pick up knowledge from reading simple messages on the streets, in
movies or even listening to everyday discussions. Remember how in order to memorize
all the 7 planets, you needed to make a song in elementary school, or cut out different
shapes and paste them on the class wall so we would remember how draw a square?
Well, all those are our teachers tricks for addressing different abilities to comprehend at
a very young age.

All these forms of information gathering can be classified into groups.

For students, learning is different for each individual as we all have unique learning styles.
It is important to understand which learning style(s) works for them in order to boost their
ability to comprehend.

What are learning styles anyway?

As the title implies, it is simply put as the style with which a person learns. Styles, here
means the method through which something is comprehended. For instance, when
learning to sew a dress, a student may very easily get through the process by listening to
instructions and another would prefer pictorials, showing step-by-step images.

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 What other learning styles are there?
There are 7 different learning styles. If you can identify which group(s) you belong to,
then you can leverage that to learn and assimilate efficiently.

1. Visual: If you find yourself constantly doodling in order to make sense of something, you
are likely a visual learner. Visual learners grasp concepts best with the use of images,
diagrams, illustrations maps and videos. Representing information in this form allows
students make use of their visual memory.
2. Aural: if you find yourself focusing and understanding more when listening to songs and
podcasts, or when someone is speaking to you aloud, rather than reading text, then you
may be in the aural or auditory learning group. Like musicians and sound engineers, aural
learners can quickly pick up changes in tone/pitch.
3. Verbal: a verbal learner is one that benefits from the use of words, both oral and written.
They are motivated by verbal instructions and written activities like scripting. They love
to find new words and their meanings. Using acronyms in lessons help them remember
easily.
4. Physical: Physical learners are hands-on. They prefer carrying out physical activities rather
than reading or listening to a lecture. Learners in this category do well with class practicals
like sewing, playing instruments, pottery and painting.
5. Social: Often called interpersonal learning, they do well at communicating and socializing
with people. They enjoy learning and working with others and will do great in study
groups. Learn how to convert your friends into study groups and maximise your learning
potentials. Social learners are great with team-based tasks as they communicate well to
get things done.
6. Logical: if you use logical and mathematical reasoning to understand ideas , you are a
logical learner. These learners constantly try to find the reason behind concepts and are
great with numbers.
7. Solitary: These are intrapersonal learners, they learn best when alone and can focus on
thoughts which largely impact their performance.

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We all experience the world in unique ways, and with that comes variation in the ways
we learn best. Understanding the differences in these types of learning styles can
drastically impact the way teachers handle their students, set up group projects and rally
behind individual learning. Without understanding the disparity in learning styles, teachers
might end up with a handful of students lagging behind their classmates—in part because
their unique learning style hasn’t been activated.
According to Edward Steinhauser, “The focus on learning styles and their role in the
classroom came from Howard Gardner’s Multiple Intelligence research,”. “He argued, and
I agree, that individuals excel at different things, and to define intelligence as simply
literacy and math skills is to inaccurately understand the strengths of the learner.”
So how do you teach a class while understanding the different learning needs of students?
We compiled information on the four types of learning styles, and how teachers can
practically apply this information in their classrooms.
How do you recognize your learners’ learning preferences, see explanation below:

Visual learners
How to recognize visual learners in your class: Someone with a preference for visual
learning is partial to seeing and observing things, including pictures, diagrams, written
directions and more. This is also referred to as the “spatial” learning style. Students who
learn through sight understand information better when it’s presented in a visual way.
These are your doodling students, your list makers and your students who take notes.
How to cater to visual learners: The whiteboard is your best friend when teaching
visual learners! Teachers should create opportunities to draw pictures and diagrams on
the board, or ask students to doodle examples based on the topic they’re learning.
Teachers catering to visual learners should regularly make handouts and use
presentations. Visual learners may also need more time to process material, as they
observe the visual cues before them. So be sure to give students a little time and space
to work through the information.
Auditory learners
How to recognize auditory learners in your class: Auditory learners tend to learn
better when the subject matter is reinforced by sound. These students would much rather
listen to a lecture than read written notes, and they often use their own voices to reinforce

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new concepts and ideas. These are the students who like to read out loud to themselves,
aren’t afraid to speak up in class and are great at verbally explaining things. Additionally,
they may be slower at reading and may repeat things a teacher tells them.
How to cater to auditory learners: Since these students can sometimes find it hard
to keep quiet for long periods of time, get your auditory learners involved in the lecture
by asking them to repeat back new concepts to you. Ask questions and let them answer.
Invoke group discussions so your auditory and verbal processors can properly take in and
understand the information they’re being presented with. Watching videos and using
music or audiotapes are also helpful ways to engage with auditory learners.
Kinesthetic learners
How to recognize kinesthetic learners in your class: Kinesthetic learners or “tactile”
learners learn through experiencing or doing things. They like to get right in the thick of
things by acting out events or using their hands to touch and handle in order to understand
concepts. These are the students who might struggle to sit still, might be good at sports
or like to dance, need to take breaks when studying and might not have great handwriting.
How to cater to kinesthetic learners: The best way teachers can help these students
learn is by getting them moving. Teachers should instruct students to act out a certain
scene from a history lesson they’re teaching. Additionally, they should encourage these
students by incorporating movement into lessons: pacing to help memorize, learning
games that involve moving around the classroom or having students write on the
whiteboard as part of an activity.
Once these students can physically sense what they’re studying, abstract ideas and
difficult concepts will be easier to understand.
Reading/writing learners
How to recognize reading/writing learners in your class: According to the VARK
Modalities theory developed by Fleming and Mills in 1992, reading/writing learners
prefer to learn through written words. While there is some overlap with visual learning,
these types of learners are drawn to expression through writing, reading articles on the
internet, writing in diaries, looking up words in the dictionary and searching the internet
for just about everything.
How to cater to reading/writing learners: This is probably the easiest learning style
to cater to since most of the educational system provides lots of opportunities for writing

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essays, doing research online and reading books. Allow plenty of time for these students
to absorb information through the written word, and give them opportunities to get their
words out on paper as well.

Understanding the different learning styles doesn’t end in the classroom. By equipping
students with tools in their early years, teachers are equipping them for their futures.
Pinpointing how a child learns best can dramatically affect their ability to connect with the
topics you’re teaching, as well as how they participate with the rest of the class.
Now that you have some tactics in your back pocket to accommodate different types of
learning styles, you may want to learn more about classroom manage strategies. Attempt
the self assessment exercises provided below.

Self Assessment Exercise

i. In your own words, give the definition of ICTs

ii. Highlight the 7 types of learning styles
iii. Explain how a teacher should cater for different types of learning styles in classroom

Tutor-Marked Assignment
i. How had ICTs influenced the teaching and learning processes in the 21st century?
ii. How do you discover learners with different learning styles in the classroom?
Summary

In this unit, we have discussed extensively, definitions of ICTs, relevance in our daily live
and learning styles.

Further Resources

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Unit 2: ICT and Teaching/Learning Strategies
Introduction

Main Content

ICT TEACHING STRATEGIES

"ICT are at the core of learning and teaching in the 21st century.
[Our] future depends on how successfully we integrate ICT
in the curriculum and daily learning and teaching"
(State of Queensland, 2002, as quoted in Finger et al., 2007, p. 110).
Pedagogies of teaching with ICT

The considered use of ICT can transform the teacher role, creating new learning
environments. Teacher pedagogies will determine the extent to which the possibilities
offered by technology are realised in education settings.

This can be achieved when we institutions or individuals organize professional

development program , in which teachers can create a list of strategies for integrating
ICT into their classrooms. This includes:

 Planning - selecting and preparing websites, programs and ICT resources so that
they are available for both teacher and students when required.
 Using new resources - not being afraid to try different technologies.
 Promoting student reflection - encouraging students to use blogs and networks
to discuss tasks and reflect on their own work and that of others.
 Cooperation and collaboration - encouraging students to become experts,
problem solve, and help each other with their ICT work.
 Working within constraints - being creative with the resources available.

WHAT IS 21ST CENTURY LEARNING?

In the past, education has largely consisted of a teacher imparting knowledge, and
students learning and regurgitating rote facts and skills. However, living and working in
the 21st century requires "higher-order thinking skills, deeper learning outcomes, and
complex thinking and communication skills" (Saavedra & Opfer, 2012, p. 8). The skills
required by 21st century students have been expressed in many ways.

As the Four Cs (Benner & Hatch, 2010, p. 103) -

 CRITICAL THINKING
 COMMUNICATION
 COLLABORATION
 CREATIVITY

As four categories (Saavedra & Opfer, 2012, p. 8) -

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  WAYS OF THINKING
 WAYS OF WORKING
 TOOLS FOR WORKING
 LIVING IN THE WORLD

And as seven survival skills -

 CRITICAL THINKING AND PROBLEM SOLVING

 COLLABORATION AND LEADERSHIP
 AGILITY AND ADAPTABILITY
 INITIATIVE AND ENTREPRENEURIALISM
 EFFECTIVE ORAL AND WRITTEN COMMUNICATION
 ACCESSING AND ANALYSING INFORMATION
 CURIOSITY AND IMAGINATION

No matter how these skills are expressed, they continue to represent a range of higher-
order skills that are not expressly taught, assessed and sufficiently addressed in the
educational practices of the past. 21st century learning requires that critical thinking,
communication, collaboration and creativity are not only valued, but an integral part of
the curriculum, and assessed accordingly.

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Unit 3: ICT and the Learning Environment

Introduction

ICTs are now a central means to be socially, economically, culturally and politically
involved in twenty-first century society (Selwyn and Facer, 2007). They are integral to
the global flows of knowledge, people and services that characterize the knowledge
economy. In this information rich society knowledge is being reconfigured. Knowing and
learning are now as much to do with access and participation as they are to do with the
acquisition of skills and knowing that. Internationally, governments have endorsed the
need for students to be ICT and information literate. The contention is that students will
need to be able to access, integrate and evaluate information, construct new knowledge
and communicate with others if they are to take their place as active citizens in an
increasingly complex and information rich world. Also evident is the view that ICT can
enhance student learning within traditional curricula subjects through a positive impact
on student motivation and engagement, and that ICT has the potential to change both
how and what students learn. To date however the impact of ICT technologies on
education and schools has lagged behind what had been expected. There is a need for
affordances of laptops/ICT use in schools and the conditions that support ICT use.

Main Content

21ST CENTURY LEARNING: THE CHANGING EDUCATIONAL PARADIGM

21ST CENTURY LEARNERS

Rethinking Learners' Roles

21st century learners can no longer be "passive recipients of knowledge", but instead
must become "active constructors of knowledge". Students of today are a living in a
world of uncertainty and change, but "[w]hat is certain is that two essential skills will
remain at the top of the list of job requirements for 21st century work:

 The ability to quickly acquire and apply new knowledge

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  The know-how to apply essential 21st century skills - problem solving,

communication, teamwork, technology use, innovation, and the rest - to each and

every project, the primary unit of 21st century work.

21ST CENTURY TEACHERS

RETHINKING TEACHERS' ROLES

"If teachers can only provide content, facts, dates, formulas, research,
theories, stories, information,
then our role in the lives of students is obsolete..." (mathipedia, 2010)
Teaching and assessing in 21st century schools

21st century education centres around an emphasis on skill development, along with the
content knowledge that has been the emphasis of the past. This can cause a headache
for educators, as skills such as those upheld in the four Cs (critical thinking,
communication, collaboration and creativity) are more difficult to teach and assess than
content knowledge. However, studies have demonstrated that skills are best learnt in
conjunction with content, and that the complex thinking skills valued in the 21st century
can begin to be taught even at a young age. The system offers personalised learning and
high community engagement, and assesses for "Habits of a Learner" as well as academic
standards.

In the United States, a "Framework for 21st Century Learning" has been
developed (Benner & Hatch, 2010, p. 103), as illustrated in this rainbow design. The
framework incorporates the historically important "3 Rs", alongside important skills for
learning, living and working in the 21st century. This framework is relevant for students
of all ages, even the youngest, as "[i]t is in the early years that children must begin to
develop critical thinking, communication, collaboration and creativity" (Benner & Hatch,
2010, p. 103).

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Professional development in 21st century schools
A common attribute of successful 21st century schools is regular time scheduled every
week for teachers to network, reflect and create together. Many schools will have early
closing one day a week, so that the teachers can have adequate time to plan and prepare
for their classes. To meet the changing needs of 21st century children, teacher must
become 21st century learners themselves. This takes time and collaborative learning
between staff.

Integration and cooperation in 21st century schools

Many 21st century skills, including creativity and communication, are developed more
effectively when the arts are integrated into the teaching of core content.

Learning through relevant projects in 21st century schools

Relevancy and hands-on learning are highly important to 21st century children. At some
schools in the United States, students who were previously failing school are thriving, as
they work on "real-world problems" in their own community. Students at ACE (standing
for Architecture, Construction and Engineering) have contributed in meaningful ways to

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their local museum and community garden and have partnered with local government
bodies to design a bridge and information kiosks.

Self Assessment Exercise

Tutor Marked Assignment

Summary

ICTs are now central means to be socially, economically, culturally and politically
involved in twenty-first century society. They are integral to the global flows of
knowledge, people and services that characterize the knowledge economy. In addition,
21st century had enjoyed natural partnership between the ICTs and Education. Hence
the change in facet of classroom settings.

References

https://teaching-21st-century-learners.weebly.com/21st-century-learning.html

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Unit 4: TPACK (Technology, Pedagogy, and Content Knowledge)

Introduction

In the world of 21st century which is called the information or digital age, the world has

witnessed tremendous technological development in all aspects of life. It has thus given

a rapid acceleration to education. The technological developments in teaching and

learning processes, as well as the pedagogical competency of teachers (how to teach)

and the developments in their subject matter knowledge (what to teach) provide an

important integrity.

Specific Objectives

At the end of this unit, you should be to:

i. Give the full meaning of the acronyms TPACK
ii. State the relevance of TPACK on the implementation for 21st century education
iii. Describe the needs of teachers in 21st century classroom

Main Content

Modern learning requires 21st century skills that involve communication and collaboration

skills and the use of information technology in learning. The development of learning by

integrating ICT contributes significantly to the level of pedagogical practices of students,

hence, teachers are required to possess IT literacy skills in teaching with a variety of

learning methods and approaches in the classroom (Agustini, Santyasa & Ratminingsih,

2019). Recent researches have explained that the success of 21st century learning

involves understanding material or content, teaching methods, and utilizing information

technology.

TPACK is a technology integration framework that identifies three types of knowledge

instructors need to combine for successful edtech integration. It is a theory that was

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developed to explain the set of knowledge that teachers need to teach their students a

subject, teach effectively, and use technology.

Technological Pedagogical and Content Knowledge (TPACK) is described as a concept

which emerges from the interaction among content, pedagogy and technology knowledge.

TPACK is a term that has been described to be the basis of successful teaching in relation

with the use of technology (Adulyasas, 2017). The idea of TPACK also has a close

relationship with increasing creativity, collaboration, and accountability in learning.

The TPACK is described as a framework based on the planning of teaching activities in

which teachers will use the technological pedagogical content knowledge in accordance

with the constructivist approach. The combination of pedagogy (how to teach), content

(what to teach) and technology knowledge (technology to be deployed), gives rise to the

TPACK framework.

Schmidt et al. (2009) underlined that technological pedagogical content knowledge is the

integrated knowledge used to combine technology with teaching for a particular field.

Technological Pedagogical Content Knowledge is a guide for determining the areas where

development is needed for technology integration. The TPACK is of importance due to the

fact that it brings together different variables that arise in the process of integration of

technology, draws attention to the relations between them and, therefore, presents

different dimensions as a whole which are included in the teacher training program and

should be followed for technology integration

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Relevance of TPACK

TPACK is an essential part of the education system today as it incorporates the growing
demand on the use of technology in the classroom as well as continuing the focus on the
content and how we teach it. Therefore it sets up education for the future as well as
setting up the students for their future.

The three components of TPACK:

 Technological Knowledge: The technological knowledge helps teachers use and
combine technology with teaching. As a teacher technological knowledge is about
knowledge and understanding of tools that you can use to teach. Eg apps games
devices. Technological knowledge is about how teachers use technology.
 Pedagogical Knowledge: Refers to the art and practice of teaching. Utilising the
knowledge and putting into the practice of transmitting the knowledge in an interesting
way for the students to learn. Pedagogy not only refers to the accuracy of knowledge
but the effectiveness of the teaching on the student’s learning. Teacher may know
everything but does not know how to teach.
 Content Knowledge: Content knowledge is the teacher’s knowledge about the
subject matter to be learnt or taught. This knowledge would include knowledge of
concepts, ideas, theories and frameworks. -(Koehler & Mishra, 2009).

The TPACK has impact on both the teacher and students. See the impacts below

Impacts of TPACK
 Impact on the Teacher: It is important for the teacher to be completely up to date
and knowledgeable with the curriculum and the components of TPCK to effectively
incorporate it into their lessons.
 Impacts on the Students: Students of the millennium work better through
technology and quite often find the content and direct teaching quite stale. Therefore,
by adding the technology component to the already existing PCK model the students
become more engaged in their learning.

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Self Assessment Exercise

i. State the full meaning of the acronym TPACK

ii. what is the relevance of TPACK in classroom

Tutor Marked Assignment

Summary

Since Technology has the ability to enhance relationships between teachers and
students. Technology helps make teaching and learning more meaningful and fun.
Students are also able to collaborate with their own classmates
through technological applications. Therefore, TPACK becomes an integral part in 21st
century classroom setting.

Further Resources

Adulyasas, L. (2017). Measuring and Factors Influencing Mathematics Teachers’

Technological Pedagogical and Content Knowledge (TPACK) in Three
Southernmost Provinces, Thailand. AIP Conference Proceedings 1868, (pp. 1-8).

Agustini, K., Santyasa,I. W. & Ratminingsih, N. M. (2019). Analysis of Competence on

“TPACK”: 21st Century Teacher Professional Development. International
Conference on Education, Science and Technology, 1-8.
Ergen, B., Yelken, T. Y. & Kanadli, S. (2019). A Meta-Analysis of Research on Technological
Pedagogical Content Knowledge by Gender. Contemporary Educational
Technology, 10(4), 358-380
Koehler, M. J., & Mishra, P. (2009). What is technological pedagogical content knowledge?
Contemporary Issues in Technology and Teacher Education, 9 (1), 60-70.
Schmidt, D. A., Baran, E., Thompson, A. D., Koehler, M. J., Mishra, P., & Shin, T. (2009).
Technological pedagogical content knowledge (TPACK): The development and
validation of an assessment instrument for preservice teachers. Journal of
Research on Techin Education, 42(2), 123-149.

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