You are here:

Surveying in-service preschool teachers' technological pedagogical content knowledge
ARTICLE

, National Taiwan University of Science and Technology ; , , Nanyang Technological University ; , , National Taiwan University of Science and Technology

Australasian Journal of Educational Technology Volume 29, Number 4, ISSN 0814-673X Publisher: Australasian Society for Computers in Learning in Tertiary Education

Full Text

Abstract

Many teachers are reporting that they need to develop more subject-specific applications of educational technology. However, there seems to have been a lack of theoretical frameworks to guide educators in preparing and developing in-service preschool teacher education in the area of educational technology until the recent emergence of the notion of technological pedagogical content knowledge (TPACK). This study utilizes the TPACK survey to explore 366 Taiwanese in-service preschool teachers' technological pedagogical content knowledge. Exploratory factor analyses of the TPACK survey used in this study yielded six scales: Content knowledge (CK), pedagogical knowledge (PK), pedagogical content knowledge (PCK), technological knowledge (TK), a combined factor of technological pedagogical knowledge and technological content knowledge (TPTCK) and technological pedagogical content knowledge (TPCK), respectively. The exploratory factor analyses indicated adequate reliability and validity of the TPACK survey. The correlation analyses revealed that more senior preschool teachers might show a certain degree of resistance toward technology-integrated teaching environments. Further analyses also showed that the preschool teachers with higher education qualifications tended to have more knowledge of technology use and ICT integration in their teaching environment.

Citation

Liang, J.C., Chai, C., Koh, J., Yang, C.J. & Tsai, C.C. (2013). Surveying in-service preschool teachers' technological pedagogical content knowledge. Australasian Journal of Educational Technology, 29(4),. Australasian Society for Computers in Learning in Tertiary Education. Retrieved August 6, 2024 from .

References

View References & Citations Map
  1. Al-Senaidi, S., Lin, L., & Poirot, J. (2009). Barriers to adopting technology for teaching and learning in Oman. Computers & Education, 53(3), 575-590. Retrieved from http://www.sciencedirect.com/science/article/pii/S0360131509000827
  2. Angeli, C., & Valanides, N. (2005). Preservice elementary teachers as information and communication technology designers: an instructional systems design model based on an expanded view of pedagogical content knowledge. Journal of Computer Assisted Learning, 21(4), 292–302. Retrieved from http://onlinelibrary.wiley.com/doi/10.1111/J.1365-2729.2005.00135.x/abstract;jsessionid=00F8C041D5754E21AD39B43C8C518E34.d04t02?deniedAccessCustomisedMessage=&userIsAuthenticated=fal se
  3. Angeli, C., & Valanides N. (2009). Epistemological and methodological issues for the conceptualization, development, and assessment of ICT–TPCK: Advances in technological pedagogical content knowledge (TPCK). Computers & Education, 52(1), 154-168. Retrieved from http://www.sciencedirect.com/science/article/pii/S0360131508001085
  4. Archambault, L.M., & Barnett, J.H. (2010). Revisiting technological pedagogical content knowledge: Exploring the TPACK framework. Computers & Education, 55(4), 1656-1662. Retrieved from http://www.sciencedirect.com/science/article/pii/S0360131510002010
  5. Chai, C.S., Koh, J.H.L., & Tsai, C.C. (2010). Facilitating preservice teachers' development of technological, pedagogical, and content knowledge (TPACK). Journal of Educational Technology & Society, 13(4), 63-73. Retrieved from http://www.ifets.info/journals/13_4/ets_13_4.pdf#page=68
  6. Chai, C.S., Koh, J.H.L., & Tsai, C.C. (2011). Exploring the factor structure of the constructs of technological, pedagogical, content knowledge (TPACK). The Asia-Pacific Education Researcher, 20(3), 607-615. Retrieved from http://ejournals.ph/index.php?journal=TAPER & Page=article & Op=viewFile & Path%5B%5D=3800 & Pa
  7. Chai, C.S., Koh, J.H.L., Tsai, C.C., & Tan, L. (2011). Modeling primary school pre-service teachers' technological pedagogical content knowledge (TPACK) for meaningful learning with information and communication technology (ICT). Computers & Education, 57(1), 1184-1193. Retrieved from http://www.sciencedirect.com/science/article/pii/S0360131511000157
  8. Collins, A., & Halverson, R. (2010). The second educational revolution: Rethinking education in the age of technology. Journal of Computer Assisted Learning, 26(1), 18-27. Retrieved from http://onlinelibrary.wiley.com/doi/10.1111/J.1365-2729.2009.00339.x/abstract?deniedAccessCustomisEdMessage=&userIsAuthenticated=false
  9. Cox, S., & Graham, C.R. (2009). Diagramming TPACK in practice: Using an elaborated model of the TPACK framework to analyze and depict teacher knowledge. TechTrends: Linking Research & Practice to Improve Learning, 53(5), 60-69. Retrieved from http://www.springerlink.com/content/p07mkkk777314144/
  10. Gao, P., Chee, T.S., Wang, L.L., Wong, A., & Choy, D. (2011). Self reflection and preservice teachers' technological pedagogical knowledge: Promoting earlier adoption of student-centred pedagogies. Australasian Journal of Educational Technology, 27(6), 997-1013. Retrieved from http://www.ascilite.org.au/ajet/ajet27/gao.pdf
  11. Gialamas, V., & Nikolopoulou, K. (2010). In-service and pre-service early childhood teachers' views and intentions about ICT use in early childhood setting: a comparative study. Computers & Education, 55(1), 333-341. Retrieved from http://www.sciencedirect.com/science/article/pii/S0360131510000333
  12. Graham, C.R. (2011). Theoretical considerations for understanding technological pedagogical content knowledge (TPACK). Computers & Education, 57(3), 1953-1960. Retrieved from http://www.sciencedirect.com/science/article/pii/S0360131511000911
  13. Grimley, M., & Allan, M. (2010). Towards a pre-teen typology of digital media. Australasian Journal of Educational Technology, 26(5), 571-584. Retrieved from http://www.ascilite.org.au/ajet/ajet26/grimley.pdf
  14. Haugland, S.W. (1992). Effects of computer software on early childhood children's developmental gains. Journal of Computing in Childhood Education, 3(1), 15-30.
  15. Hsu, C.Y., Tsai, C.C., & Liang, J.C. (2011). Facilitating preschoolers' scientific knowledge construction via computer games regarding light and shadow: The effect of the prediction-observation-explanation (POE) strategy. Journal of Science Education and Technology, 20(5), 482-493. Retrieved from http://www.springerlink.com/content/d211678263528t85/
  16. Karasavvidis, I. (2009). Activity theory as a conceptual framework for understanding teacher approaches to information and communication technologies. Computers & Education, 53(2), 436-444. Retrieved from http://www.sciencedirect.com/science/article/pii/S0360131509000700
  17. Koehler, M.J., & Mishra, P. (2009). What is technological pedagogical content knowledge? Contemporary Issues in Technology and Teacher Education, 9(1), 60-70. Retrieved from http://www.citejournal.org/vol9/iss1/general/article1.cfm
  18. Koh, J.H.L., Chai, C.S., & Tsai, C.C. (2010). Examining the technological pedagogical content knowledge of Singapore pre-service teachers with a large-scale survey. Journal of Computer Assisted Learning, 26(6), 563-573. Retrieved from http://onlinelibrary.wiley.com/doi/10.1111/J.1365-2729.2010.00372.x/abstract?deniedAccessCustomisEdMessage=&userIsAuthenticated=false
  19. Lee, M.H., & Tsai, C.C. (2010). Exploring teachers' perceived self efficacy and technological pedagogical content knowledge with respect to educational use of the world wide web. Instructional Science, 38(1), 1–21. Retrieved from http://www.springerlink.com/content/d510480505435104/
  20. Li, H. (2006). Integrating information and communication technologies into early childhood curriculum: Chinese principals' views of the challenges and opportunities. Early Education & Development, 17(3), 467-487. Retrieved from http://www.tandfonline.com/doi/abs/10.1207/s15566935eed1703_7
  21. Liang, J.C., & Wu, S.H. (2010). Nurses' motivations for web-based continuing learning and the role of internet self-efficacy. Innovations in Education and Teaching International, 47(1), 25-37. Retrieved from http://www.tandfonline.com/doi/abs/10.1080/14703290903525820
  22. Liang, J.C., Wu, S.H., & Tsai, C.C. (2011). Nurses' internet self-efficacy and attitudes toward web-based continuing learning. Nurse Education Today, 31(8), 768-773. Retrieved from http://www.sciencedirect.com/science/article/pii/S0260691710002479
  23. Lim, C.P., & Chai, C.S. (2008). Teachers' pedagogical beliefs and their planning and conduct of computer-mediated classroom lessons. British Journal of Educational Technology, 39(5), 807-828.
  24. Linuesa, M.C., Orellana, E.R., Baz, B.O., & Dominguez, J.M. (2011). Digital resources in classroom practice: action plans of early childhood teachers. Revista De Education, 356, 211-232. Retrieved from http://www.revistaeducacion.educacion.es/re356/re356_09.pdf
  25. Liu, S.H. (2011). Factors related to pedagogical beliefs of teachers and technology integration. Computers & Education, 56(4), 1012-1022. Retrieved from http://0-www.sciencedirect.com.millennium.lib.ntust.edu.tw/science/article/pii/S0360131510003507
  26. Mason, R.B. (2011). Student engagement with, and participation in, an e-forum. Educational Technology & Society, 14(2), 258-268. Retrieved from http://www.ifets.info/journals/14_2/22.pdf
  27. Mishra, P., & Koehler M.J. (2006). Technological pedagogical content knowledge: a framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054. Retrieved from https://tcrecord.org/Content.asp?ContentID=12516
  28. O'Mara, J., & Laidlaw, L. (2011). Living in the iworld: two literacy researchers reflect on the changing texts and literacy practices of childhood. English Teaching-Practice and Critique, 10(4), 149-159.
  29. Panagiotakou, C., & Pange, J. (2010). The use of ICT in preschool music education. Procedia Social and Behavioral Sciences, 2(2), 3055-3059. Retrieved from http://www.sciencedirect.com/science/article/pii/S1877042810005045
  30. Perry, B., Tracey, D., & Howard, P. (1999). Head mathematics teachers' beliefs about the learning and teaching of mathematics. Mathematics Education Research Journal, 11(1), 39-53. Retrieved from http://www.springerlink.com/content/j68857722ntq82p4/
  31. Polly, D., Mims, C., Shepherd, C.E., & Inan, F. (2010). Evidence of impact: transforming teacher education with preparing tomorrow's teachers to teach with technology (PT3) grants. Teaching and Teacher Education, 26, 863-870. Retrieved from http://0-www.sciencedirect.com.millennium.lib.ntust.edu.tw/science/article/pii/S0742051X09002224
  32. Schmidt, A.D., Baran, E., Thompson, A.D., Mishra, P., Koehler, M.J., & Shin, T.S. (2009). Technological pedagogical content knowledge (TPACK): The development and validation of an assessment instrument for preservice teachers. Journal of Research on Technology in Education, 42(2), 123-149. Retrieved from http://learnonline.canberra.edu.au/pluginfile.php/491591/mod_page/content/1/TPACK_UC/pdf/tpack4_preservice2.pdf
  33. Shulman, L.S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4–14. Retrieved from http://www.jstor.org/discover/10.2307/1175860?uid=3739216& Uid=2 & Uid=4 & Sid=21100980850933
  34. Tee, M.Y., & Lee, S.S. (2011). From socialization to internalisation: Cultivating technological pedagogical content knowledge through problem-based learning. Australasian Journal of Educational Technology, 27(1), 89-104. Retrieved from http://www.ascilite.org.au/ajet/ajet27/tee.pdf
  35. Thole, W. (2010). The pedagogical staff in day care – professionalism and professionalization in a pedagogical field of work. Zeitschrift fur Padagogik, 56(2), 206-222.
  36. Tsai, C.C., Chuang, S.C., Liang, J.C., & Tsai, M.J. (2011). Self-efficacy in Internet-based learning environments: A literature review. Educational Technology & Society, 14(4), 222-240. Retrieved from http://www.ifets.info/journals/14_4/19.pdf
  37. Valtonen, T., Kukkonen, J., Wulff, A. (2006). High school teachers' course designs and their professional knowledge of online teaching. Informatics in Education, 5(2), 301-316. Retrieved from http://www.mii.lt/informatics_in_education/pdf/INFE083.pdf
  38. Wang, X.C., & Hoot, J.L. (2006). Information and communication technology in early childhood education. Early Education & Development, 17(3), 317-322. Retrieved from http://www.tandfonline.com/doi/abs/
  39. Wu, W.H., Chen, W.F., Wang, T.L., & Su, C.H. (2008). Developing and evaluating a game-based software engineering educational system. International Journal of Engineering Education, 24(4), 681-688. Retrieved from http://www.ingentaconnect.com/content/intjee/ijee/2008/00000024/00000004/art00006?crawler=true
  40. Yurt, Ö., & Cevher-Kalburan, N. (2011). Early childhood teachers' thoughts and practices about the use of computers in early childhood education. Procedia Computer Science, 3, 1562-1570. Retrieved from http://www.sciencedirect.com/science/article/pii/S1877050911000512

These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.

Suggest Corrections to References

Cited By

View References & Citations Map

These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.

Links