Developing Technological Pedagogical Content Knowledge in Pre-Service Science Teachers: Support from Blended Learning
ARTICLE
Ghaida M. Alayyar, Petra Fisser, Joke Voogt
Australasian Journal of Educational Technology Volume 28, Number 8, ISSN 1449-5554
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 March 8, 2021 from https://www.learntechlib.org/p/113826/.

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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
Cited By
View References & Citations Map-
Not Another Workshop: Designing Quality Faculty Development that Supports Technology Use in Teacher Education
Andrea Parrish & William Sadera, Towson University, United States
Society for Information Technology & Teacher Education International Conference 2016 (Mar 21, 2016) pp. 3011–3014
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