The purpose of this study is to investigate pre-service teachers’ technological, pedagogical and content knowledge (TPACK) in Turkey. By using the “Survey of Pre-service Teachers’ Knowledge of Teaching and Technology” developed by Schmidt et al. (2009), the study sought to determine if significant differences could be found in pre-service teachers’ perceptions of TPACK when examined by gender, ...

Three distinct clusters were identified from a survey study of a sample of 127 unit coordinators from a regional Australian University. The clusters emerged after a survey that explored perceptions of pedagogical practices that incorporated the use of Information Communication and Technology (ICT). The key components of the survey were based on seven constructs derived from the Technological Pe...

The Technological Pedagogical Content Knowledge (TPACK) framework has been used to prepare pre-service science teachers at the Public Authority of Applied Education and Training in Kuwait for ICT integration in education. Pre-service teachers worked in teams to design an ICT solution for an authentic problem they faced during in-school training. Pre-service teachers were separated into two grou...

Technology provides new methods and approaches for educational activities. Therefore, teachers should improve their ability and knowledge to integrate technology into instruction. The use of technology-based learning environment which is effectively used to improve the technological pedagogical content knowledge of pre-service teachers has a crucial importance for the training of pre-service te...

Preparing preservice teachers for ICT integration in the classrooms is a key focus for many teacher education institutes. This paper examines the perceived development of preservice teachers in terms of their technological knowledge, pedagogical knowledge, content knowledge and the synthesis of such knowledge, i.e., the technological, pedagogical, and content knowledge (TPACK). A questionnaire ...

This study highlights trends and features of E-books and their versatility of this tool in elementary educational settings. There has been little quantitative research employed to examine teachers’ reasons for using or not using E-books. The purpose of this study was to examine elementary school mathematics and science teachers’ reasons for using or not using E-books and to assess how the use o...

Adopting a mixed-method research design, this exploratory study examined the effectiveness of smartphone-based, AR artifact creation and other mobile collaborative learning activities in reinforcing the technological pedagogical content knowledge (TPACK) of teacher education students. The study indicated that mobile AR artifact creation with peer discussion tended to better promote the componen...

Because technological pedagogical content knowledge is becoming an increasingly important construct in the field of teacher education, there is a need for assessment mechanisms that capture teachers’ development of this portion of the knowledge base for teaching. The paper describes a proposal drawing on qualitative data produced during lesson study cycles to assess teachers’ development of tec...

The Technological, Pedagogical, and Content Knowledge (TPACK) framework – a framework which proposes a set of knowledge domains that are essential for effective teaching with technology – has gained considerable attention in the domain of education and technology. With the efforts to conceptualize these knowledge domains comes the question to what extent they can be distinguished empirically. H...

The current study investigated perceived development of pre-service teachers in their Instructional Material Design (IMD) competencies through the course Instructional Technology and Material Design, which is based on a technological, pedagogical, and content knowledge (TPACK) framework. A total of 22 Elementary Education pre-service teachers participated in the study. Five activities based on ...