Technological Pedagogical Content Knowledge

The integration of technology, pedagogy, and content in the teaching of secondary mathematics was explored among 280 secondary mathematics teachers in the State of New South Wales, Australia. The study adopted the technological pedagogical content knowledge (TPCK) model through the administration of a 30-item instrument called TPCK-M. The instrument consisted of three major theoretically based constructs: technological content knowledge (TCK), technological pedagogical knowledge (TPK) and technological pedagogical content knowledge (TPCK). Results indicated that PowerPoint and Excel constitute the two TCK modal technological capabilities while TPK scores revealed teachers' lower capacity to deal with the general information and communications technologies goals across the curriculum, such as creating digital assessment formats. TPCK-M scores seem to suggest a healthy standard in teachers' technological skills across a variety of mathematics education goals. However, the magnitude of such influence in practice needs to be further ascertained, given that the study identified a number of instructional, curricular, and organizational factors seriously inhibiting the integration of technology into teaching and learning. In general, to take advantage of more novel learning technologies, teachers need to be trained in working with online tools (webquests, wikis), mobile learning, and interactive whiteboards and in authoring digital learning resources.

This article describes how a free, web-based intelligent tutoring system, (ASSISTment), was used to create online error analysis items for preservice elementary and secondary mathematics teachers. The online error analysis items challenged preservice teachers to analyze, diagnose, and provide targeted instructional remediation intended to help mock students overcome common error patterns and misconceptions. A short description of how the ASSISTment system was used to support followup in-class discussions among preservice teachers is provided, as well as suggestions for producing similar online error analysis items in other content areas. Directions for accessing all of the mathematics error analysis problem sets currently available in the ASSISTment system, sample error analysis items and responses, and a rubric for implementing these assignments in mathematics methods classes to support preservice teachers are included at the conclusion of the article. Errors are inevitable in the learning of mathematics, as the human brain is not genetically programmed to memorize multiplication facts, carry out multistep operations, or perform exact mathematical calculations . The history of error analysis (also called error pattern analysis) in mathematics education dates back to the work of . Since then, much of the literature has focused on two key areas of error analysis in mathematics: (a) the identification and interpretation of students' common error patterns as a result of misconceptions and (b) best practices for instructional remediation. This article addresses both areas and, specifically, highlights the importance of exposing preservice elementary and secondary mathematics teachers to common student error patterns that are the result of underlying mathematical misconceptions.

The integration of technological pedagogical content knowledge (TPACK) and universal design for learning (UDL) in special education remains challenging, particularly for intellectual disabilities (ID) learners in East Malaysia. This study investigated how special education teachers utilize technology tools and integrate UDL principles with TPACK frameworks to support ID learners, addressing the need for inclusive education aligned with sustainable development goal 4 (SDG 4). Using a qualitative approach, data were collected through semi-structured interviews, classroom observations, and document analysis from four purposively selected special education teachers in two East Malaysian secondary schools offering special education integration programs (SEIP). Thematic analysis revealed three key findings: i) low technology supports for accessibility and engagement; ii) high technology integration for personalization and empowerment; and iii) integrating of TPACK and UDL principles challenges due to limited understanding and resource constraints. The study concluded that while teachers show commitment to technology use, there is a pressing need for targeted professional development to enhance TPACK and UDL competencies. These findings align with SDG 4’s focus on quality education for all, emphasizing how enhanced teacher training and effective technology integration can significantly improve the quality and inclusivity of education for ID learners.

Resumo. O trabalho é baseado numa pesquisa bibliográfica em obras de Piaget, Morin, Peters, e em pesquisas recentes na área da Informática na Educação Matemática, tratando dos conceitos de cultura digital, pensamento complexo, espaço de aprendizagem, redes sociais, comunidade virtual, aprendizagem por cooperação, interação, metodologia de pesquisa por colaboração. Paralelamente a essa pesquisa, encontra-se em desenvolvimento um estudo de caso sobre a verificação da aprendizagem de conceitos de Matemática via publicações no Facebook, o qual está sendo considerado como um espaço de aprendizagem digital da matemática segundo definição dos autores, e já se apresentam bons resultados de aprendizagem de Matemática.

The aim of this study was to identify factors that negatively influence students’ performance in Grade 7 mathematics in the district of Berea of Lesotho. A Bronfenbrenner’s model of child development and the constructivist theory were used to frame the study. The sample was drawn from the population of 98 primary schools in the Berea district of Lesotho. Of the 98 primary schools in the Berea district 15 were purposively sampled for participation in the study. This sample represented more than 10% of the study population. Participating schools were selected on the criterion that they persistently registered poor performance in Grade 7 mathematics. The poor performance of n=15 schools was determined through an evaluation of their performance trends. For instance, the n=15 schools had registered an average pass in Grade 7 mathematics that ranged from 17.0% to 39.4% in the year that preceded the study, which was considered to be less than the national benchmark of at least 50% and abov...

During teaching practicum student teachers are expected to acquire major pedagogical skills that have to do with classroom management; organisation; self-criticism; leadership; teaching; testing and assessing between themselves. Evidence of all activities of a student-teacher during teaching practicum is usually contained in a portfolio of evidence which is submitted to the faculty at the end of the program. At the Central University of Technology, this portfolio has always been paper-based. The aim of this project is to reflect on the use of e-portfolios during teaching practicum as a replacement for paper-based portfolios. The project used Participatory Action Research (PAR) as a research methodology. Workshops, interviews, and observations were used as data-gathering instruments. Internal stakeholders took part in the project and included student teachers and lecturers, and the e-learning center at the Central University of Technology. This report provided an overview of the entire project, including the planning phase results. Thematic analysis arrived at teacher training institutions must adopt e-portfolios as a reflective tool to enhance students learning.

The use of information and communication tools in education allowed for the development of the latest learning methodology and this innovation has attracted the attention of employability trainer who wants to experiment with blogging to improve the teaching and learning experience. This study was conducted in one of the refugee camps in Rwanda to investigate the effectiveness of the blog as a teaching and learning tool.  The case study used two parallel classes of 20 students each, one using blog as a revision and reflective tool while the other relied solely on traditional learning and revision methods. On completion of the course, both classes received equal time to prepare for a common test. The results of students from two classes showed that the blog improves student revision and critical reflective skills outside the classroom. The student feedback survey showed that blog encouraged students to do more revision as they enjoyed using computer tools in their learning and that mo...

This research paper, "Pre-Service Science Teacher Training Needs at the College of Basic Education in Kuwait: A Comprehensive Literature Review," systematically examines the essential components for effectively preparing future science educators in Kuwait. The study highlights the critical role of well-prepared teachers in fostering student success and a scientifically literate populace, crucial for navigating 21st-century complexities. It delves into theoretical foundations, including Bandura's Social Learning Theory, Piaget and Vygotsky's Constructivist Learning Theory, and contemporary Professional Competence Development theories, emphasising social interaction, active knowledge construction, and continuous professional growth.

The paper defines training needs as the gap between existing and required competencies, categorising them into cognitive, psychomotor, and affective domains. It stresses the importance of systematic identification through task, individual, and organisational analyses. A rigorous systematic literature review of the Kuwaiti context reveals significant gaps in Pedagogical Content Knowledge (PCK), insufficient practical skills (e.g., laboratory instruction, classroom management), enhanced inquiry-based learning and scientific creativity training, and challenges in technology integration. The review also identifies institutional and policy factors influencing these training needs, such as limited resources and national priorities. The paper concludes with a call for comprehensive curriculum reform, enhanced practical experiences, strengthened mentorship, and responsive policy adjustments to improve pre-service science teacher training at Kuwait's College of Basic Education.

The benefits of online and blended modes of delivery have been studied extensively in higher education. Institutions, like the University of the West Indies, have sought to materialize these benefits in their contexts but have encountered problems, sometimes due to issues with educational policies, faculty skillsets, resources and support. To explore this further, this study examined faculty attitudes to, and efficacy in, blended course designs. Using a mixed methods approach, the study investigated the changes in faculty's attitudes and efficacy in blended course designs following their participation in a 5-week blended training course. The course comprised a series of developmental activities that included collaborative projects, reflective journals and hands-on experience with various technology tools. Participants were introduced to the Technological Pedagogical and Content Knowledge (TPACK) and Community of Inquiry (COI) frameworks, which they used as they developed an instructional sequence that would be used to inform a new systematic approach to their blended course designs by the end of the course. Data collection comprised three phases. In the pre-treatment, the TPACK survey and Open SUNY Course Quality Review (OSCQR) rubric/course reviews were used. In the mid-treatment phase, reflective journals were used. The TPACK survey and course reviews with the OSCQR rubric were used in the post-treatment phase. The findings indicated that participants' attitudes changed as they felt more knowledgeable and confident in designing blended courses and used a more systematic approach to their course designs following the treatment. While the quantitative data indicated the apparent changes in participants' attitudes and efficacy in a systematic approach to blended course iii designs, the qualitative data indicated the elements of the treatment, such as the use of collaborative approaches and clinics, which led to the changes.

Este artigo propõe um ensaio teórico original acerca da formação docente na era da cultura digital, destacando a proposição da ideia de um Conhecimento Político, Tecnológico, Pedagógico e de Conteúdo na atuação docente. A cultura digital tem reconfigurado a docência, exigindo novas abordagens para a formação de professores. As Tecnologias Digitais de Informação e Comunicação (TDIC) ampliaram o acesso ao conhecimento, mas deslocaram o foco para a necessidade de uma filtragem crítica e a reavaliação da prática pedagógica. Inicialmente, revisita-se a teoria de Shulman (1987), que classifica a base de conhecimento para o ensino em três categorias principais: conhecimento do conteúdo específico, conhecimento pedagógico geral e conhecimento pedagógico do conteúdo. Este último resulta da interseção entre os dois primeiros, sendo construído continuamente pela prática docente refletida. A teoria de Shulman permanece relevante, mas precisa ser expandida para considerar as TDIC, como proposto por Mishra e Koehler (2008) com o modelo TPACK (Technological Pedagogical Content Knowledge). O artigo avança ao discutir a condução algorítmica da vida, que ameaça a criticidade e o protagonismo docente ao favorecer a passividade e o consenso. Nesse contexto, a dimensão política do conhecimento docente torna-se crucial. Propõe-se, então, um modelo que integra o conhecimento político ao TPACK, elevando-o à centralidade do processo formativo. Este conhecimento político é fundamental para resistir à instrumentalização tecnológica e promover uma educação crítica. Conclui-se que, para enfrentar os desafios da cultura digital, é necessário que os professores assumam uma postura ativa e crítica, resgatando o protagonismo docente e integrando a ideia de um Conhecimento Político, Tecnológico, Pedagógico e de Conteúdo. A formação docente deve, portanto, valorizar o dissenso e a intencionalidade política como motores do desenvolvimento humano e da educação crítica.

The lack of highly qualified teachers for urban schools continues to be a well acknowledged problem nationwide. The educational needs of children and youth, and particularly for those who attend the nation's urban schools, can best be met by assuring that each student, no matter what school he or she attends, has a highly qualified, competent, and caring teacher (National Commission on Teaching and America 's Future, 1996). Faculty at the University of Wisconsin-Milwaukee (UWM) define highly qualified teachers as those who (1) are deeply knowledgeable in the content areas they are to teach, (2) possess and demonstrate a high degree of pedagogical content knowledge, (3) engage in culturally relevant pedagogy to foster high levels of achievement for all learners and to bridge the discrepancy between primarily majority teachers and primarily minority students, and (4) embed technology across all aspects of their teaching as a central means of creating active, engaging, and challenging learning communities that enable their students to meet high standards of achievement. Teachers who possess these four qualities have the potential to close the perennial gap in achievement between students in urban schools--who typically are members of minority, and often lower socioeconomic, groups--and their more advantaged peers. But if teachers in urban schools are to use technology to close the achievement gap, they must draw on technology to transform traditional teaching--teaching that to date has clearly left students in urban school systems like the Milwaukee Public Schools (MPS) the least well served. Technology holds unique potential for assisting teachers in moving away from traditional, teachercentered instruction to highly engaging, challenging, student-centered learning environments. To reach this level of technology use, however, new and experienced teachers alike will require sustained professional development to acquire a vision of what is possible through the integration of technology-rich educational approaches--opportunities that were not in place prior to the receipt of a PT3 Implementation grant. It is our belief that to be skilled in appropriate technology use, students must learn about technology through both explicit instruction via technology courses and through more integrated means within content area courses. As part of the work to integrate technology into our program, a framework for technology was developed. The framework was developed to help students consider their roles regarding technology (e.g., promoter of ethical practice, troubleshooter), how technology could be used to help them (e.g., teacher's assistant, teacher's tool) and how it could be used to promote learning (e.g., communicating or sharing information via various technologies) in their students. Using the ISTE standards and Collaborative Teacher Education Program for Urban Communities Core Values, the framework was constructed. The framework drove the revision of two required technology courses and stimulated the integration of technology projects in a number of content area courses. This presentation will share information about the Collaborative program and the technology framework, as well as explain how coursework has shifted in both content and delivery. Examples of student and faculty projects will be shown.

Bu araştırma, farklı fakültelerde (Eğitim, Fen-Edebiyat, İslami İlimler) öğretmen adaylarının çeşitli demografik değişkenler (cinsiyet, fakülte türü, yaş) bağlamında, “21. yüzyıl becerileri” ve “TPAB” yetkinlikleri arasındaki ilişkileri ve farklılıkları araştırmayı amaçlamıştır. Araştırmada nicel araştırma yöntemlerinden ilişkisel tarama modeli kullanılmıştır. Veri toplama aracı olarak 21. Yüzyıl Becerileri Ölçeği ve TPAB Ölçeği kullanılmıştır. Verilerin analizinde non-parametrik testler (Ortalama, Standart sapma, Mann-Whitney U, Kruskal-Wallis) kullanılmıştır. Araştırmanın sonuçları hem 21. yüzyıl becerileri hem de TPAB ve alt boyutlarının çeşitli demografik değişkenler (cinsiyet, fakülte türü, yaş grupları) temelinde farklılaştığını gösterdi Ayrıca 21. yüzyıl becerileri ile TPAB arasında pozitif ve anlamlı bir ilişki olduğunu bulunmuştur. Hem dijital hem de pedagojik-sosyal becerileri birlikte geliştiren bütüncül yaklaşımlar, öğretmen adaylarının modern eğitim ortamlarına daha iyi hazırlanmalarını sağlayabilir.

Este artigo propõe um ensaio teórico original acerca da formação docente na era da cultura digital, destacando a proposição da ideia de um Conhecimento Político, Tecnológico, Pedagógico e de Conteúdo na atuação docente. A cultura digital tem reconfigurado a docência, exigindo novas abordagens para a formação de professores. As Tecnologias Digitais de Informação e Comunicação (TDIC) ampliaram o acesso ao conhecimento, mas deslocaram o foco para a necessidade de uma filtragem crítica e a reavaliação da prática pedagógica. Inicialmente, revisita-se a teoria de Shulman (1987), que classifica a base de conhecimento para o ensino em três categorias principais: conhecimento do conteúdo específico, conhecimento pedagógico geral e conhecimento pedagógico do conteúdo. Este último resulta da interseção entre os dois primeiros, sendo construído continuamente pela prática docente refletida. A teoria de Shulman permanece relevante, mas precisa ser expandida para considerar as TDIC, como proposto por Mishra e Koehler (2008) com o modelo TPACK (Technological Pedagogical Content Knowledge). O artigo avança ao discutir a condução algorítmica da vida, que ameaça a criticidade e o protagonismo docente ao favorecer a passividade e o consenso. Nesse contexto, a dimensão política do conhecimento docente torna-se crucial. Propõe-se, então, um modelo que integra o conhecimento político ao TPACK, elevando-o à centralidade do processo formativo. Este conhecimento político é fundamental para resistir à instrumentalização tecnológica e promover uma educação crítica. Conclui-se que, para enfrentar os desafios da cultura digital, é necessário que os professores assumam uma postura ativa e crítica, resgatando o protagonismo docente e integrando a ideia de um Conhecimento Político, Tecnológico, Pedagógico e de Conteúdo. A formação docente deve, portanto, valorizar o dissenso e a intencionalidade política como motores do desenvolvimento humano e da educação crítica.

O estudo teve como tema as metodologias científicas aplicadas à educação, com o objetivo de identificar lacunas nas propostas dos principais autores e explorar como essas metodologias poderiam ser atualizadas para atender às demandas do contexto educacional contemporâneo. O problema central da pesquisa indagou: quais são as lacunas presentes nas metodologias científicas propostas pelos principais autores e como essas metodologias podem ser atualizadas para atender às demandas do contexto educacional contemporâneo? O objetivo geral consistiu em realizar uma análise crítica das metodologias  científicas  aplicadas  à  educação,  destacando  suas  contribuições,  identificando limitações e propondo novos caminhos para sua atualização. A metodologia adotada baseou-se emuma revisão bibliográfica, utilizando como fontes principais obras clássicas e contemporâneas de autores reconhecidos no campo, como Gil (2008), Lakatos e Marconi (2017), Creswell (2010), Bardin (2011)  e  Minayo  (2002). A  análise  focou  na  sistematização  das  contribuições  metodológicas, identificação de convergências e divergências e proposição de inovações metodológicas, considerando as demandas tecnológicas e sociais atuais. Os resultados e análises apontaram que, embora os autores estudados oferecessem bases para a condução de pesquisas científicas, suas abordagens apresentavam lacunas em aspectos como a integração de tecnologias emergentes, a adaptação às especificidades do contexto educacional brasileiro e a inclusão de dados multimodais. Destacaram-se também limitações na aplicabilidade prática das metodologias em cenários educacionais marcados por desigualdades e acesso restrito a recursos tecnológicos. Contudo, os resultados evidenciaram que a atualização dessas metodologias, por meio da incorporação de ferramentas digitais, abordagens híbridas e perspectivas éticas,  pode  ampliar  sua  relevância  e  impacto.  Nas  considerações  finais,  concluiu-se  que  as metodologias  científicas  analisadas  permanecem  relevantes,  mas  necessitam  de  adaptações  para responder àsdemandas contemporâneas. Além disso, reforçou-se a necessidade de novos estudos que explorem a implementação prática das atualizações propostas, avaliando sua eficácia em diferentes contextos educacionais.

Desenvolvimento e avaliação de um modelo de formação em blended learning baseado na Teoria da Flexibilidade Cognitiva (TFC) para o desenvolvimento do TPACK na formação inicial de professores Universidade do Minho Instituto de Educação Universidade do Minho Instituto de Educação iv v Dedicatória À minha filha Ana Clara e ao meu sobrinho Davi, para que se lembrem que toda conquista envolve esforço, luta e renuncias. Aos Profs. Janduir (in memoriam), Manoelzinho (in memoriam) e Alberto Araújo professores que me mostraram que o mundo era muito maior do que eu imaginava... Aos alunos do curso de Pedagogia da Unidade Acadêmica de Garanhuns, para que possam cada vez mais mostrar que uma grande nação se constrói por meio da educação. vii AGRADECIMENTOS Esta talvez seja a página mais prazerosa e ao mesmo tempo mais difícil de escrever. Prazerosa, pois se trata de uma oportunidade de agradecer a todos aqueles que foram de extrema importância para realização deste trabalho. Difícil, pois, inevitavelmente, poderei ser injusto omitindo o nome de alguém. No entanto aceitarei esse risco e começarei meus agradecimentos a Deus, pois foi a fé que tenho nessa força superior que me ajudou a vencer os momentos difíceis nessa jornada. E Deus foi bastante bondoso comigo enviando anjos para que me auxiliassem. Pois como diz Mario Quintana "Somos todos anjos de uma asa só, precisamos nos abraçar para alçar voo." Anjos estes que se juntaram em voo a mim e que aproveito a oportunidade para agradecer: À professora Clara Coutinho, meu muito obrigado pelo acolhimento, orientações, incentivo, paciência, enfim, obrigado por tudo! À professora Lia Raquel Moreira Oliveira por acolher e acreditar no potencial desta investigação. Aos amigos: Fernando, Lídia Inês, Claudio e Carmem pelo acolhimento durante minha estadia em Portugal.

This study sought to identify the elements for designing and developing the A-level mathematics technological, pedagogical, and content knowledge (TPACK) teaching module. The aim of the module was to incorporate various pedagogies and technological tools for helping mathematics teachers to trigger, maintain, as well as sustain students’ interest in learning mathematics. This study used the Fuzzy Delphi method to determine the consensus on how A-level mathematics instruction should be designed. A semi-structured interview had first been conducted to develop a questionnaire. Then, a group of 16 experts was consulted together to discuss their ratings and reach a consensus. The group of experts included educational technology and subject matter experts. Data analysis results showed that the experts accepted all these elements through the expert consensus value above 75%, the threshold value (d)≤0.2, and the Fuzzy score (A)≥α-cut value of 0.5. This research provides implication to A-level mathematics teachers to systematically create an environment that is more conducive to learning and that will ultimately lead to an increase level of students’ interest towards learning.

How technology and industrial change affect how well students do in school for the 4.0 level to be met, students must be able to use higher-order thinking and technological pedagogical content knowledge (TPACK). Students have difficulty using advanced technological tools when they need to think critically and artistically. So, students will only be able to learn higher-order thinking skills if they have TPACK. It is a common reason why people need to learn mathematics better in the current world. The purpose of this research was to help complete a structural model of TPACK and higher-order thinking skills for distance math learners. In a cross-sectional quantitative study, the data were looked at with structural equation modelling (SEM). For this study, 279 people from Universitas Muhammadiyah Purwokerto and Universitas Riau were chosen to participate. The study’s structure model shows a powerful link between higher-order thinking skills and TPACK. As a result, secondary school mathematics educators can benefit from this study’s findings by adopting fresh perspectives on TPACK and higher-order thinking.

To have a friend and be a friend is what makes life worthwhile' -Unknown. I am blessed to have good friends who in their own diverse ways have supported me through this journey and deserve recognition: Dr K.A. Annan, Mrs E.C. Cilliers and Mr B. Zormelo, your contributions and motivations are highly appreciated. vii My thanks also go to the Principals, the Physical Sciences teachers and learners of the schools in which my research was carried out Finally, to all the lecturers and my fellow students of the postgraduate class at ISTE; I will forever remember each and every one of you for your support and challenging moments we shared from the commencement to the completion of this work. May the good Lord richly bless you all. viii TABLE OF CONTENTS DEDICATION .

Rather than learning and then applying theory to the solution of problems, learners can be provided with stories about others' experiences while designing classroom instruction. However, the usability of case-libraries has not been documented with teachers. In this study, students accessed a case-library of technology integration stories () while developing a technology integration plan. We compared student use and perceptions with their use of the ERIC clearinghouse, with which they were all familiar. Naturally, teachers varied in their perceptions and uses of the case library. Teachers most liked the authentic nature of the stories as information sources. The most consistent problem was the novelty of the environment. Some teachers also wanted to access the materials described in the stories. Successful integration of case libraries into learning activities will require an orientation to the effective use of cases and the environment itself.

The purpose of this study was to adapt "Survey of Pre-service Teachers' Knowledge of Teaching and Techno- logy" in order to assess pre-service primary teachers' Technological Pedagogical Content Knowledge (TPACK) to Turkish. 407 pre-service primary teachers (227 female and 180 male) in their final semester in Education Faculties in Turkey participating in this study were selected with criteria sampling which is the method of purpo- seful sampling. Exploratory and confirmatory factor analyses, including Cronbach's alpha and item-total corre- lation coefficients, were used for checking the psychometric properties of the adapted scale. Exploratory factor analysis (EFA) identified eight factors accounting for 59.44% of the variance, Cronbach's alpha coefficient was found to be .89 for the overall scale, and item-total correlation coefficients were between .42 and .74. The re- sults obtained from the EFA supported by confirmatory factor analysis showed that ther...

Matematik ogretmenlerinin matematik ogrenmede ogrencinin rolu hakkindaki gorus ve dusuncelerini belirlemek amaciyla yurutulen bu calismada, ornek olay yontemi kullanilmistir. Calisma, 2007-2008 egitim-ogretim yili guz doneminde Trabzon ilindeki ortaogretim kurumlarinda calisan dort matematik ogretmeni ile yurutulmustur. Veri toplama araci olarak, acik uclu ve senaryo tipi sorulardan olusan yari-yapilandirilmis mulakat formu ile bir olcek kullanilmistir. Ogretmenlerin her biriyle ortalama 60 dakika suren iki gorusme yapilmistir. Mulakatlar once dijital ses kaydedici ile kaydedilmis ve sonra yaziya dokulmustur. Mulakatlardan elde edilen veriler, icerik analizi ile cozumlenmis ve Magolda’nin Epistemolojik Yansitma Modeli esas alinarak siniflandirilmistir. Olcekten elde edilen veriler ise once Perry’nin gelisim modeline gore siniflandirilmis ve sonra da Magolda’nin duzeyleriyle iliskilendirilerek degerlendirilmistir. Arastirmanin sonunda, ogretmenlerin gorusleri arasinda birtakim farkli...

Curriculum literacy includes the concepts of curriculum and literacy in
one concept. Pedagogical knowledge is a classroom management
competence and skill related to teaching and learning process. The aim
of this study was to examine preservice teachers’ curriculum literacy
levels and their pedagogical knowledge and skills. This research
sample, a correlational model, consists of 213 preservice teachers
studying at a state university in the Eastern Anatolia Region. The
Curriculum Literacy Scale and Pedagogical Knowledge and Skills Scale
were used to collect the research data. Mann-Whitney U test and
Kruskal-Wallis test were used to analyze the data. It was understood
that preservice teachers had positive opinions on curriculum literacy
and pedagogical knowledge and skills scales. There was no significant
difference between preservice teachers’ curriculum literacy levels
related to gender variable. However, a significant difference was found
in the reading sub-dimension of curriculum literacy with reference to
the grade variable. Although there was no statistically significant
difference between the pedagogical knowledge and skills of preservice
teachers in relation to the grade variable, a significant difference was
observed in all sub-dimensions of the grade variable. As a result, it was
also found that there was a moderate positive correlation between
preservice teachers’ curriculum literacy levels and their pedagogical
knowledge and skills levels.

Technological pedagogical content knowledge (TPACK) can be viewed as a new concept for the educational technology world. However, there are many studies related to TPACK and TPACK cannot be considered out of context. Instead, researchers should have a deep understanding about how the results of a TPACK study may change due to its context. This study demonstrates the importance of context. The Survey of TPACK was utilized to identify 591 pre-service science teachers' (PSTs) TPACK levels and examine the validity and reliability of data obtained from 591 PSTs. Exploratory and confirmatory factor analyses were conducted for validity. After factor analyses a TPACK model with four factors (technological knowledge, content knowledge, knowledge of pedagogy, knowledge of teaching with technology) were obtained. There were, however, seven factors in the original form of the survey. This change was interpreted as the effect of the context, because the participants in the original survey an...

A investigação tem como objetivo compreender os contributos do estudo de aula para o desenvolvimento do conhecimento pedagógico do conteúdo (PCK) de professores de Física a respeito do ensino da Lei de Ohm. Para tal, examina as aprendizagens dos professores ao utilizarem as tarefas de investigação (TI) e as múltiplas representações (MRs) no ensino da Lei de Ohm. O enquadramento teórico mobilizou quadros conceptuais assentes em três pilares: o PCK, o estudo de aula e as estratégias de ensino. O primeiro pilar discute os conhecimentos profissionais e o PCK dos professores. O segundo aborda os estudos de aula, perpassando a origem, a disseminação e as etapas dessa abordagem, os modelos predominantes na literatura e os resultados de investigação a respeito dos estudos de aula nas Ciências. O terceiro conceitua as estratégias de ensino ao discutir as possibilidades das TI e das MRs no ensino de tópicos da Física. A investigação foi desenvolvida no contexto de um estudo de aula que envolveu quatro professoras de Física, em exercício no 3.º ano do Ensino Médio, em escolas públicas da rede estadual de ensino do Rio Grande do Sul, Brasil. Os dados foram recolhidos por meio da observação participante; entrevistas e registros documentais; diário de bordo; registro de áudio/vídeo das sessões do estudo de aula; das produções escritas das professoras e registros dos alunos, produzidos durante a aula de investigação. A análise qualitativa dos dados foi constituída a partir de análise de conteúdo em busca da resposta às questões de investigação. Os resultados mostram que as professoras realizaram aprendizagens a respeito da implementação de novas abordagens e estratégias de sala de aula; da valorização e do potencial do trabalho colaborativo; do desenvolvimento dos conhecimentos relativos ao conteúdo, aos materiais e aos recursos pedagógicos; do favorecimento da aprendizagem dos alunos a partir de situações abertas e desafiadoras; da ressignificação das dificuldades e erros dos alunos; da valorização das abordagens de formação que favoreçam o desenvolvimento profissional dos professores nas suas distintas dimensões; e da modificação da rotina de sala de aula, centrando o processo no aluno. Quanto ao uso das MRs, os professores aprenderam a respeito da exploração das MRs ao planejar um tópico da Física; na interpretação e realização da transição entre as diversas representações, por familiaridade e convergir para uma compreensão mais profunda; a respeito dos conceitos físicos; da utilização das MRs nas práticas profissionais e no processo de aprendizagem dos alunos; na compreensão das distintas formas de representação; suas relações e interpretações, do mesmo modo que entre as grandezas físicas envolvidas. Também na busca pelo processo de generalização dos conceitos físicos; das relações e das proporções matemáticas entre as grandezas físicas. A partir dos resultados, concluiu-se que o estudo de aula estimula o PCK dos professores na sua prática profissional e possibilita aos participantes aprofundarem o PCK a respeito do conteúdo e da sua prática profissional, devido às aprendizagens proporcionadas por essa abordagem.

The research aims to understand the contributions of lesson study to the development of pedagogical content knowledge (PCK) of Physics teachers’ in the teaching of Ohm’s Law. To achieve this goal, it examines teachers’ learning when using inquiry tasks (TI) and multiple representations (MRs) in teaching Ohm’s Law. The theoretical framework mobilized conceptual frameworks based on three pillars: the PCK, lesson study and teaching strategies. The first pillar discusses professional knowledge as well as the PCK of teachers. The second deals with lesson study, traversing the origin, dissemination and stages of this approach, the predominant models in literature and the results of research on lesson study in Science. The third conceptualize teaching strategies by discussing the possibilities of TI and MRs in teaching Physics topics. The investigation was developed in the context of a lesson study that involved four Physics teachers’, working in the 3rd year of high school, in public schools of the state education network in Rio Grande do Sul, Brazil. Data were collected through participant observation, interviews and documentary records, logbooks, audio/video recordings of lesson study sessions, as well as written productions by teachers and student records produced during the investigation class. Qualitative data analysis was based on content analysis in search of answers to research questions. The results show that the teachers learned about the implementation of new classroom approaches and strategies; the appreciation and potential of collaborative work; the development of knowledge related to the content, materials and pedagogical resources; favoring student learning from open and challenging situations; the reframing of students' difficulties and mistakes; valuing training approaches that favor the professional development of teachers’ in its different dimensions; and modifying the classroom routine, centering the process on the student. As for the use of MRs, teachers learned about exploring MRs when planning a Physics topic; the interpretation and realization of the transition between the different representations, by familiarity and converging to a deeper understanding of the physical concepts; the use of MRs in professional practices and the students’ learning process; understanding the different forms of representation, their relationships and interpretations, as well as the physical quantities involved; and in the search for the process of generalization of physical concepts, relationships and mathematical proportions between physical quantities. From the results, it was concluded that the lesson study stimulates the PCK of the teachers in their professional practice and allows deepening the PCK concerning the content and their professional practice, due to the learning provided by this approach.

La investigación tiene como objetivo comprender las contribuciones del estudio de clase al desarrollo del conocimiento pedagógico del contenido (PCK) de profesores de Física en la enseñanza de la Ley de Ohm. Para ello, examina el aprendizaje de los docentes cuando utilizan tareas de investigación (TI) y múltiples representaciones (MRs) en la enseñanza de la Ley de Ohm. El marco teórico movilizó marcos conceptuales basados en tres pilares: PCK, estudio de clase y estrategias de enseñanza. El primer pilar analiza el conocimiento profesional y el PCK de los docentes. El segundo aborda los estudios de clase, abarcando el origen, difusión y etapas de este enfoque, los modelos predominantes en la literatura y los resultados de las investigaciones sobre los estudios de clase en Ciencias. El tercero conceptualiza estrategias de enseñanza discutiendo las posibilidades de las TI y la MRs en la enseñanza de temas de Física. La investigación se desarrolló en el contexto de un estudio de clase que involucró a cuatro profesores de Física, que actúan en el 3er año de secundaria, en escuelas públicas de la red educativa estatal de Rio Grande do Sul, Brasil. Los datos fueron recolectados a través de observación participante, entrevistas y registros documentales, bitácoras, grabaciones de audio/video de las sesiones del estudio de clase, así como producciones escritas de los docentes y registros de los estudiantes producidos durante la clase de investigación. El análisis cualitativo de los datos se basó en el análisis de contenido en busca de respuestas a las preguntas de investigación. Los resultados muestran que los docentes aprendieron sobre: la implementación de nuevos enfoques y estrategias de aula; el aprecio y potencial del trabajo colaborativo; el desarrollo de conocimientos sobre contenidos, materiales y recursos pedagógicos; fomentar el aprendizaje de los estudiantes a partir de situaciones abiertas y desafiantes; la reformulación de las dificultades y errores de los estudiantes; la valorización de enfoques formativos que favorezcan el desarrollo profesional de los docentes en sus diferentes dimensiones; y modificar la rutina del aula, centrando el proceso en el alumno. En cuanto al uso de los MRs, los docentes aprendieron sobre: explorar los MRs al planificar un tema de Física; la interpretación y transición entre las diferentes representaciones, para familiarizarnos y converger hacia una comprensión más profunda de los conceptos físicos; el uso de MRs en las prácticas profesionales y en el proceso de aprendizaje de los estudiantes; en comprender las diferentes formas de representación, sus relaciones e interpretaciones, así como entre las cantidades físicas involucradas; y en la búsqueda del proceso de generalización de conceptos físicos, relaciones y proporciones matemáticas entre cantidades físicas. De los resultados, se concluyó que el estudio de clase estimula el PCK de los docentes en su práctica profesional y les permite profundizar el PCK de los docentes en cuanto al contenido y su práctica profesional, debido al aprendizaje proporcionado por este enfoque.

Technological pedagogical content knowledge (TPACK) can be viewed as a new concept for the educational technology world. However, there are many studies related to TPACK and TPACK cannot be considered out of context. Instead, researchers should have a deep understanding about how the results of a TPACK study may change due to its context. This study demonstrates the importance of context. The Survey of TPACK was utilized to identify 591 pre-service science teachers' (PSTs) TPACK levels and examine the validity and reliability of data obtained from 591 PSTs. Exploratory and confirmatory factor analyses were conducted for validity. After factor analyses a TPACK model with four factors (technological knowledge, content knowledge, knowledge of pedagogy, knowledge of teaching with technology) were obtained. There were, however, seven factors in the original form of the survey. This change was interpreted as the effect of the context, because the participants in the original survey an...

Pantanal (CPAN), disponível no site da instituição. O CPAN atende moradores da região pantaneira e o público fronteiriço entre o Brasil e a Bolívia. Analisamos o PPP na sua versão de 2019, sob o prisma da fundamentação teórica do Technological Pedagogical Content Knowledge (TPACK), desenvolvido por Mishra e Koehler, que estabelece o cabedal de conhecimentos docentes para ensinar com as TDIC. A pesquisa apontou que ementas de algumas disciplinas permitem inferir que elas propiciam oportunidades de construção do conhecimento pedagógico tecnológico (TPK), tecnológico do conteúdo (TCK) e pedagógico do conteúdo (PCK) e, consequentemente, pode assinalar para a construção do TPACK.

Technological Pedagogical Content Knowledge illustrates the interconnected nature of knowledge required to effectively integrate technology in enhancing student learning. While numerous review studies on Technological Pedagogical Content Knowledge exist, those that employ a bibliometric analysis are limited. In this comprehensive bibliometric review, we analyzed 209 Technological Pedagogical Content Knowledge studies focusing on in-service teachers in higher education, sourced from the Scopus database from 2012 through April 2023. The significance of this study lies in its effort to map the research landscape of Technological Pedagogical Content Knowledge by addressing the main question: What are the primary trends, key contributors, thematic areas, and keyword co-occurrence networks in Technological Pedagogical Content Knowledge research on in-service teachers in higher education? We adopted PRISMA guidelines into the standard bibliometric workflow and used VOSviewer as the visualization tool. Publication trends, major contributors, research areas, and keyword co-occurrence networks were identified. The analysis indicated an increasing trend in the number of publications on in-service teachers’ Technological Pedagogical Content Knowledge in higher education, with the highest number recorded in 2022. We also identified representative articles, institutions, the most contributing journals, and funding agencies, most from developed countries/regions. The analysis highlights prolific researchers, key research areas, and keyword co-occurrence networks. Overall, this analysis has provided a comprehensive overview of the current research in higher education. Based on these findings, we recommend that future research focus on Technological Pedagogical Content Knowledge training modules and AI-based Technological Pedagogical Content Knowledge frameworks for teachers in higher education.

O funcionamento metacognitivo docente na adequação de estratégias pedagógicas do modelo presencial para o remoto The teaching metacognitive functioning in the adaptation of pedagogical strategies from the face-to-face model to the remote one El funcionamiento metacognitivo docente en la adaptación de estrategias pedagógicas del modelo presencial al no presencial

What should constitute knowledge bases that we expect our future teachers to gain related to pedagogically sound technology integration? Employing the Shulman's teacher knowledge base as a theoretical lens, this study examined the complexity of pre-service teachers' technological pedagogical content knowledge (TPCK) in the context of integrating problem based learning (PBL) and information and communications technology (ICT). Ninety-seven pre-service teachers in this study engaged in a collaborative lesson design project where they applied pedagogical knowledge about PBL to design a technology integrated lesson in their subject area of teaching. Data were collected from two sources: survey and lesson design artifacts. Data analyses revealed that while participants had theoretical understandings of pedagogical knowledge about PBL, their lesson designs showed a mismatch among technology tools, content representations, and pedagogical strategies, indicating conflicts in transla...

Bu çalışmanın amacı, öğretmen adaylarının Teknopedagojik İçerik Bilgisi'ne (TPİB) odaklanan bir deneysel uygulama öncesi ve sonrasındaki TPİB yeterliklerinin BİT kullanım düzeyi, BİT kullanım aşamaları ve cinsiyet değişkenleri açısından incelenmesidir. Araştırmada deneme modellerinden öntestsontest kontrol grupsuz yarı deneysel desen kullanılmıştır. Çalışma 2011-2012 öğretim yılında bir devlet üniversitesinin eğitim fakültesinde öğrenim görmekte olan 61 öğretmen adayı ile gerçekleştirilmiştir. Bu amaca uygun olarak TPACK-deep Ölçeği ile BİT Kullanım Aşamaları ve BİT Kullanım Düzeyleri anketleri veri toplama aracı olarak kullanılmıştır. Verilerin analizi sonucunda TPİB yeterliklerine odaklanan deneysel uygulamanın etkili olduğu ortaya çıkmıştır. Deneysel uygulamanın sonrasında orta düzeyde olan TPİB yeterliklerinin ileri düzeye yükseldiği görülmüştür. Buna ek olarak TPACK-deep Ölçeği alt boyutları olan tasarım, uygulama, etik ve uzmanlaşma alanlarının her birinde ilerleme görülmüştür. Öğretmen adaylarının uygulama sonunda BİT kullanım aşamalarının olumlu yönde değişim gösterdiği belirlenmiştir. Ayrıca, öğretmen adaylarının BİT kullanım düzeyi arttıkça TPİB yeterliklerinin de yükseldiği belirtilmiştir. TPİB yeterlikleri ile cinsiyet arasında ise anlamlı bir farklılık bulunmamıştır. BİT kullanım aşamaları ile TPİB yeterlikleri alt alanları arasındaki ilişki incelendiğinde ise orta düzeyde bir ilişki olduğu görülmüştür. Araştırmanın sonuçlarına dayalı olarak bir dizi öneri getirilmiştir.

Bu çalışmanın amacı, öğretmen adaylarının Teknopedagojik İçerik Bilgisi'ne (TPİB) odaklanan bir deneysel uygulama öncesi ve sonrasındaki TPİB yeterliklerinin BİT kullanım düzeyi, BİT kullanım aşamaları ve cinsiyet değişkenleri açısından incelenmesidir. Araştırmada deneme modellerinden öntestsontest kontrol grupsuz yarı deneysel desen kullanılmıştır. Çalışma 2011-2012 öğretim yılında bir devlet üniversitesinin eğitim fakültesinde öğrenim görmekte olan 61 öğretmen adayı ile gerçekleştirilmiştir. Bu amaca uygun olarak TPACK-deep Ölçeği ile BİT Kullanım Aşamaları ve BİT Kullanım Düzeyleri anketleri veri toplama aracı olarak kullanılmıştır. Verilerin analizi sonucunda TPİB yeterliklerine odaklanan deneysel uygulamanın etkili olduğu ortaya çıkmıştır. Deneysel uygulamanın sonrasında orta düzeyde olan TPİB yeterliklerinin ileri düzeye yükseldiği görülmüştür. Buna ek olarak TPACK-deep Ölçeği alt boyutları olan tasarım, uygulama, etik ve uzmanlaşma alanlarının her birinde ilerleme görülmüştür. Öğretmen adaylarının uygulama sonunda BİT kullanım aşamalarının olumlu yönde değişim gösterdiği belirlenmiştir. Ayrıca, öğretmen adaylarının BİT kullanım düzeyi arttıkça TPİB yeterliklerinin de yükseldiği belirtilmiştir. TPİB yeterlikleri ile cinsiyet arasında ise anlamlı bir farklılık bulunmamıştır. BİT kullanım aşamaları ile TPİB yeterlikleri alt alanları arasındaki ilişki incelendiğinde ise orta düzeyde bir ilişki olduğu görülmüştür. Araştırmanın sonuçlarına dayalı olarak bir dizi öneri getirilmiştir.

Technological pedagogical content knowledge (TPACK) can be viewed as a new concept for the educational technology world. However, there are many studies related to TPACK and TPACK cannot be considered out of context. Instead, researchers should have a deep understanding about how the results of a TPACK study may change due to its context. This study demonstrates the importance of context. The Survey of TPACK was utilized to identify 591 pre-service science teachers' (PSTs) TPACK levels and examine the validity and reliability of data obtained from 591 PSTs. Exploratory and confirmatory factor analyses were conducted for validity. After factor analyses a TPACK model with four factors (technological knowledge, content knowledge, knowledge of pedagogy, knowledge of teaching with technology) were obtained. There were, however, seven factors in the original form of the survey. This change was interpreted as the effect of the context, because the participants in the original survey an...

Work-integrated learning (WIL) is a defining element of a holistic educational strategy known as cooperative education, which advocates the formal integration of structured real-life experiences (workplace or community service) into the overall programme curriculum. To investigate the current model of teaching practice at a distance learning institution, data were collected by means of a literature review (including constructivist learning as theoretical framework), semi-structured and open-ended questions in interviews. The research highlights the need for more training in lesson planning, specifically training in specific learning areas, learning outcomes and assessment. It is also clear that South African WIL will need to be supervised in all stages of implementation to ensure that the set objectives are realised. The study highlighted the importance of practical teaching, as well as specific problems experienced by students during practical teaching.

Matematik ogretmenlerinin matematik ogrenmede ogrencinin rolu hakkindaki gorus ve dusuncelerini belirlemek amaciyla yurutulen bu calismada, ornek olay yontemi kullanilmistir. Calisma, 2007-2008 egitim-ogretim yili guz doneminde Trabzon ilindeki ortaogretim kurumlarinda calisan dort matematik ogretmeni ile yurutulmustur. Veri toplama araci olarak, acik uclu ve senaryo tipi sorulardan olusan yari-yapilandirilmis mulakat formu ile bir olcek kullanilmistir. Ogretmenlerin her biriyle ortalama 60 dakika suren iki gorusme yapilmistir. Mulakatlar once dijital ses kaydedici ile kaydedilmis ve sonra yaziya dokulmustur. Mulakatlardan elde edilen veriler, icerik analizi ile cozumlenmis ve Magolda’nin Epistemolojik Yansitma Modeli esas alinarak siniflandirilmistir. Olcekten elde edilen veriler ise once Perry’nin gelisim modeline gore siniflandirilmis ve sonra da Magolda’nin duzeyleriyle iliskilendirilerek degerlendirilmistir. Arastirmanin sonunda, ogretmenlerin gorusleri arasinda birtakim farkli...

The authors herein justify the need for e-TPCK, an adaptive e-learning system for teaching in-service teachers how to teach with technology. Outlining the instructional design process involved and the adaptivity feature of e-TPCK, it is explained how the system promotes and measures the development of teachers’ Technological Pedagogical Content Knowledge (TPCK). Considering the novel alternative of the system to more traditional professional development approaches, the authors conclude with the argument for employing e-TPCK in real classroom settings in a situated way.

With every revolution in human communication, the dynamics have vastly changed for all purposes. To enumerate a few, the script enabled the idea of objects to travel without the objects: the printing machine enabled reproduction of content in huge amount while the electronic revolution defeated the notion of national and continental boundaries. The Internet explosion of the last couple of decades and the Web 2.0 phenomenon of the last five years has virtually taken the communication revolution to individual homes and offices. This phenomenon has touched and influenced many aspects of our life in a positive way. Education sector has been no different. This research paper is an attempt to identify and analyze formal and informal ways in which students and teachers use Web 2.0 technologies for academic purposes. This research study is a pilot study of graduate students for their awareness, indulgence and implications of web 2.0 technologies in academics. The objective is to identify ways in which the web 2.0 technologies can be used to supplement classroom teaching. A structured approach has been used to elicit and quantify the responses of the sample population of 100 students and teachers. Also, qualitative approach will be used to explain certain aspect of the subject at hand.

With every revolution in human communication, the dynamics have vastly changed for all purposes. To enumerate a few, the script enabled the idea of objects to travel without the objects: the printing machine enabled reproduction of content in huge amount while the electronic revolution defeated the notion of national and continental boundaries. The Internet explosion of the last couple of decades and the Web 2.0 phenomenon of the last five years has virtually taken the communication revolution to individual homes and offices. This phenomenon has touched and influenced many aspects of our life in a positive way. Education sector has been no different. This research paper is an attempt to identify and analyze formal and informal ways in which students and teachers use Web 2.0 technologies for academic purposes. This research study is a pilot study of graduate students for their awareness, indulgence and implications of web 2.0 technologies in academics. The objective is to identify wa...

Herhangi bir konuyu öğretebilmek için o konuyu belli bir düzeyde anlamış olmanın gerekliliği aşikardır. Ancak sadece konuyu bilmenin öğretmek için yeterli olmadığı da bilinmektedir. Bu bizi "öğretmenin bilgisi ne çeşit bir bilgidir?" sorusuna götürür. Bu yazıda, öğretmek için gerekli alan bilgisi kuramsal bir bakış açısından incelenmektedir. Öğretmen eğitimi alanında etkili olan bilimsel çalışmalar incelenerek pedagojik alan bilgisi kavramı ve bu kavramın eğitim teknolojileri alanına uyarlanmış biçimi olan teknolojik pedagojik alan bilgisi kavramı açıklanmaktadır. Öğretmen eğitimi için bu çalışmaların anlamı tartışılmaktadır. Anahtar sözcükler: Öğretmen eğitimi, pedagojik alan bilgisi, teknolojik pedagojik alan bilgisi Is Teacher's Knowledge a Special Kind of Knowledge?

I wish to thank my adviser, Jim Hiebert, for inspiring me to be a better educator long before I met him, as well as my committee members for volunteering their own time to support me and for pushing me to my cognitive limits. I would like to thank the creators of IMP for opening my eyes both to mathematics and to teaching in ways I could have never possibly imagined-particularly Brian Lawler for his unwavering patience and thoughtfulness with me. Also, I would like to thank Jamila Riser for fostering and sustaining reform-based mathematics teaching in Delaware. Lastly, I would like to thank my wife, Maddie, for her support and companionship through everything. v TABLE OF CONTENTS LIST OF TABLES .

Effective technology integration for teaching subject matter requires knowledge not just of content, technology and pedagogy, but also of their relationship to each other. Building on SchulmanÕs [Schulman, L. S. (1987). Knowledge and teaching: foundations for a new reform. Harvard Educational Review, 57(1), 1-22] concept of pedagogical content knowledge, we introduce a framework for conceptualizing Technological Pedagogical Content Knowledge-TPCK [Mishra, P., Koehler, M.J., (in press). Technological pedagogical content knowledge: A new framework for teacher knowledge. Teachers College Record]. We report the results of a semester-long investigation of the development of TPCK during a faculty development design seminar, whereby faculty members worked together with masters students to develop online courses. Quantitative discourse analysis of 15 weeks of field notes for two of the design teams show participants moved from considering technology, pedagogy and content as being independent constructs towards a richer conception that emphasized connections among the three knowledge bases. Our analyses suggests that developing TPCK is a multigenerational process, involving the development of deeper understandings of the complex web of relationships between content, pedagogy and technology and the contexts in which they function. Pedagogic, pragmatic, theoretical, and methodological contributions are discussed.

The turn of the 21 st century marked the beginning of a much common and widespread use of computer technologies in science classrooms and practically everywhere else because personal computer hardware with ever higher capacities became affordable to larger populations and applications with enhanced visual characteristics were created with lesser effort not only by computer experts but also by science educators. Although not sufficient for all teachers, today there exist many opportunities for both in-service and pre-service science teachers and students to utilize Technology-Rich Environments (TRE) in teaching and learning science. This study aims to measure pre-service science teachers’ Technological Pedagogical Content Knowledge (TPCK) confidence and identifying views about using TRE in science instruction. A descriptive multicase study design was employed in order to examine pre-service science teachers’ TPCK confidence during a whole semester. Data include semi structured interv...

Este relato de experiência visou a discutir os fundamentos teóricos e metodológicos que embasaram as ações do projeto de extensão universitária “Tecnologias Emergentes a Serviço da Aprendizagem”, descrevendo e analisando essas ações e seus resultados. O projeto objetivou a formação de professores para o desenvolvimento de conhecimento pedagógico tecnológico e de competências digitais, além da preparação de alunos bolsistas dos cursos de licenciatura para atuarem como futuros docentes virtuais. Desde 2015, formaram-se 400 professores e professoras, buscando superar a racionalidade técnica e desenvolver a autonomia e a cooperação. A cada oferta, as ações desenvolvidas promoveram a redução da taxa de evasão e aumento da taxa de satisfação.

This study investigated the conditions and situations offered by Experiencing Inquiry Model (EIM) for developing science teacher's Technological Pedagogical Content Knowledge (TPACK). Also, the study explored the opportunities offered by EIM strategy in enhancing science teacher's abilities to design technology-based inquiry activities for science learning. Situated Cognitive Theory is used as a theoretical framework for learning, and TPACK is adapted to conceptualized technology integration. 17 science teachers from two schools participated in the study. The study employed a mixed method of quantitative and qualitative evidence. A paired sample t-Test was conducted on the participants' pre-and post-Pathfinder networks. Concurrently, the qualitative evidence was collected from researcher's logbook, participants' written documents, and interviews. The participants' abilities to design technology-based inquiry activity for science learning were examined via Technology Integration Assessment Rubric (TIAR). The analysis of the Pathfinder networks showed that there were significant developments in the participants' knowledge components embodied in TPACK. Nevertheless, the TIAR analysis suggested that the participants' designs lacked connecting curriculum goals with technology, and compatibility with curriculum goals and instruction. The study suggested that science teachers should be given amble time to develop TPACK within their instructional contexts.

This paper considers the process of program development aiming at technology integration for teachers. For this consideration, the paper focused on an integration program which was recently developed as part of a larger project. The participants of this program were 45 in-service teachers. The program continued four weeks and the conduct of the program was video-recorded. Along-with the video-records, the content of the program and the tools employed to document participants' development were analyzed. The analyses were performed on the basis of four components of integration program: objectives, content, teaching-learning situations and assessment. During the analyses, theoretical framework on which the program was based and the technology employed during the program was also evaluated. Based on this evaluation, this paper argues that in the process of both design and conduct of integration programs the technology employed during the program implementation as well as the theoretical framework which informs the use of technology during the program implementation need to be considered carefully. The paper provides evidence that technology and theoretical framework are two inseparable facets of both design and conduct of integration programs and a true understanding of the benefits of these programs could only be achieved through the consideration of these two along with the four components of any integration program.

This article reports on a faculty development model that uses a variety of approaches and strategies to help faculty restructure their curricula and effectively model technology integration for their students. A multifaceted model, funded in part by the Preparing Tomorrow's Teachers to Use Technology (PT3) initiative, was implemented at

The phrase "the knowledge base" conveys the sense that there is one, monolithic set of information waiting to be codified and promulgated, probably available only through someone else's research, This paper argues that the knowledge base for teaching is continually being created and interpreted, especially by practitioners. The facts frequently are less important than the judgments made in specific situations, making the teacher a "situational decision maker." These two views have implications for teacher education in terms of what preservice teachers need to know and what combination of information and experience will prepare them for the next stage of development as teachers. Codification of the knowledge base for teaching can unify teacher educators if liberal arts colleges are involved in th,: process and can clarify and analyze what has been learned to distinguish the knowledge base as a complex web, instead of a file cabinet filled with "real" research. (MT)