This study aims to examine classroom teachers’ Technological Pedagogical and Content Knowledge (TPACK) on the basis of different variables. A total of 322 classroom teachers in the city of Trabzon participated in the study. An adapted Turkish version of the TPACK scale was used as the data collection instrument. The obtained data was analyzed using SPSS 15.0 software. Independent t-test, ANOVA ...

In this paper we critically analyze extant approaches to technology integration in teaching, arguing that many current methods are technocentric, often omitting sufficient consideration of the dynamic and complex relationships among content, technology, pedagogy, and context. We recommend using the technology, pedagogy, and content knowledge (TPACK) framework as a way to think about effective t...

Teachers' technological pedagogical content knowledge (TPACK) for meaningful learning with ICT describes their knowledge for designing ICT lesson activities with respect to five dimensions: active, constructive, authentic, intentional, and cooperative. The ICT lesson activities designed by teachers can be assessed to determine the strengths and weaknesses of their TPACK for meaningful learning ...

Using the Game-based-learning Teaching Belief Scale (GTBS) and the Technological Pedagogical Content Knowledge—Games questionnaire (TPACK-G), this study investigated 316 Taiwanese in-service teachers’ teaching beliefs about game-based learning and their perceptions of game-based pedagogical content knowledge (GPCK). Both t-tests and ANOVA analyses were used to examine the differences due to the...

An important development in higher education is the increased learning possibilities brought by ICT. Many academics seem reluctant to embrace technology. An online teacher training program was followed by 73 academics from nine higher educational institutions. Data were gathered using the Technological Pedagogical Content Knowledge (TPACK) model and the Teacher Beliefs and Intentions questionna...

Currently, teacher education colleges in Tanzania are being equipped with computers to prepare teachers who can integrate technology in teaching. Despite these efforts, teachers are not embracing the use of technology in their teaching. This study adopted Technological Pedagogical Content Knowledge (TPACK) as a framework for describing the knowledge and skills that pre-service teachers need to ...

This paper challenges the assumptions that have informed the design of teacher education programs which have focused on the development of content knowledge and pedagogical knowledge. It remains elusive to convince some teacher educators and teacher education authorities that teacher education programs designed using pedagogical content knowledge (PCK) is no longer adequate in the 21st Century....

Over the last decade, traditional educational practices in teacher education have not provided prospective teachers with all the necessary skills for teaching students to acquire the skills to cope with the challenges of society in the 21 century. For this reason, there is a worldwide trend toward producing teachers with high teaching competency. To promote competency in using technologies to t...

Knowledge has always been a loyal company to men throughout his long journey in this world. Aristotle was the very first name to attempt to define it in the realm of philosophy. For this purpose, he categorized knowledge into three: Episteme (scientific), Techne (Skill and crafts) and Phronesis (Wisdom). Yet, a lot of water has flowed beneath the bridge since then and this original definition o...

This paper describes an on-going design-based research project that aims to develop an instructional process to facilitate pre-service teachers' technological pedagogical content knowledge (TPACK) development as they learn to integrate information and communication technology (ICT) in their teaching content subjects. In conjunction with an initiative to prepare pre-service teachers for integrat...