describes the type of teacher knowledge required to teach effectively with technology. Describing what teachers need to know can be difficult because teaching is an inherently complex, multifaceted activity which occurs in varied settings. By its nature, teaching is an ill-structured problem requiring reasoning about a wide range of interrelated variables such as the background knowledge that s...

The purpose of this study was to adapt the Technological Pedagogical Content Knowledge (TPACK) Survey developed by Schmidt and colleagues into Turkish and investigate its factor structure through exploratory and confirmatory factor analysis. The participants were 352 elementary pre-service teachers from three large universities in northwestern Turkey. For statistical analyses SPSS and LISREL pr...

In 2010, the authors developed, tested, and released a reliable and valid instrument that can be used to assess the quality of inexperienced teachers’ TPACK by examining their detailed written lesson plans. In the current study, the same instrument was tested to see if it could be used to assess the TPACK evident in experienced teachers’ planning in the form of spoken responses to semi-structur...

The role of technology in education is undeniable (Niess, 2005). Teachers as moulders of human beings need to be skillful in integrating technology in education to deliver what they teach effectively. According to Malaysian Education Blueprint (2012) pre-service service teachers of Universiti Utara Malaysia are expected to master Information and Communication Technology (ICT) integration in the...

This study examines the collaborative professional development (CPD) of three pairs of mentor teachers and pre-service teachers in a junior high school. Of particular focus is the integration of technology into instruction, by using technological pedagogical and content knowledge (TPACK) to evaluate professional development. A qualitative research method based on classroom observations and focu...

Higher education institutions should provide adequate training for teachers in order to increase their awareness of the complex interplay between technology, pedagogy and the cognitive knowledge in their disciplines. However, research has shown that providing effective staff development by teacher educators to support these teachers’ skills is not straightforward. An online teacher training pro...

Since the emergence of computers in schools during the 1980’s, there have been considerable developments by education systems and schools to develop policies and expectations for the use of information and communication technologies (ICT) to enhance learning and teaching. These have not always translated into practice, which has resulted in a focus on the need for improvements in preservice tea...

This study investigates the profile of Chinese pre-service mathematics teachers’ Technological Pedagogical Content Knowledge (TPACK) through a sample of 106 people. An adapted scale was developed and validated in the survey. From the data collected from the scale, the findings reveal that Chinese pre-service mathematics teachers rated themselves as most competent in the factor of Content Knowle...

In this paper we describe a science teacher preparation program, implemented in Greece, aiming at ICT integration in classroom practice. The development of this teacher preparation program was guided by the various components of Technological Pedagogical Content Knowledge (TPACK) while attempting to meet the professional development needs of science teachers. We begin with an overview of this t...