Abstract

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 groups. The first group was coached by ICT, pedagogy, and content experts. The second group was offered a blended condition, by which they had access to an online portal with different tutorials and examples, with opportunities to meet with different experts whenever they wanted. Pre-test and post-test design data were collected for attitudes toward ICT, ICT skills, and TPACK. The findings show that the self-reported TPACK, the score of attitudes toward ICT, and ICT skills increased in both groups. However, the blended support condition reported a higher increase in the participants' technological knowledge (TK), technological pedagogical knowledge (TPK), their attitude toward ICT as a tool for instruction and productivity, and ICT enjoyment. This indicated that students perceived the blended condition for supporting design teams as a more desirable method for enhancing their development of TPACK. (Contains 8 tables.)

Citation

Alayyar, G.M., Fisser, P. & Voogt, J. (2012). Developing Technological Pedagogical Content Knowledge in Pre-Service Science Teachers: Support from Blended Learning. Australasian Journal of Educational Technology, 28(8), 1298-1316. Retrieved December 13, 2019 from https://www.learntechlib.org/p/113826/.

This record was imported from ERIC on July 1, 2013. [Original Record]

ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.

Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.

Keywords

• blended learning
• Comparative Analysis
• Computer Assisted Instruction
• Computer Attitudes
• computer literacy
• Cooperative learning
• educational technology
• Elementary School Science
• Females
• Foreign Countries
• instructional design
• Instructional Effectiveness
• Integrated Learning Systems
• Interviews
• Open Source Technology
• Pedagogical Content Knowledge
• preservice teacher education
• preservice teachers
• Pretests Posttests
• problem based learning
• Questionnaires
• science teachers
• Statistical Analysis
• student attitudes
• Surveys
• technology integration
• Web Based Instruction