Research Article
Jiseung Yoo, Min Kyeong Kim
CONT ED TECHNOLOGY, Volume 15, Issue 3, Article No: ep438
ABSTRACT
This study focuses on how teachers’ pedagogical content knowledge (PCK) of mathematics may differ depending on teacher interactions in an online teacher community of practice (CoP). The study utilizes data from 26,857 posts collected from the South Korean self-generated online teacher CoP, ‘Indischool’. This data was then analyzed using natural language processing techniques; specifically, text classification with word2vec, BERT, and machine learning classifiers was used. The results indicate that the texts of posts can predict the level of teacher interactions in the online CoP. BERT embedding and classifier exhibited the best performance, ultimately achieving an F1 score of .756. Moreover, topic modeling utilizing BERT embedding is used to uncover the specific PCK of teachers through high- and low-interaction posts. The results reveal that high-interaction posts with numerous likes and replies demonstrate more in-depth reflections on teaching mathematics and refined PCK. This study makes two significant contributions. First, it applies a data science framework that allows for the analysis of real data from an actual online teacher community. Secondly, it sheds light on the intricacies of knowledge management in an online teacher CoP, an area that has to this point received limited empirical attention.
Keywords: online community of practice, natural language processing, mathematics pedagogical content knowledge, knowledge management
Research Article
Win Thinzarkyaw
CONT ED TECHNOLOGY, Volume 11, Issue 2, pp. 159-176
ABSTRACT
The purpose of this study was to investigate the practice of technological pedagogical content knowledge (TPACK) of teacher educators (N=108) in three Education Colleges in Myanmar. A quantitative survey research design focusing on a set of questionnaire was used. The results showed that there were no significant differences in the TPACK-based practices of teacher educators in terms of their Education College, experience, degree, rank, department and gender. However, significant differences were unearthed in their practices of technological knowledge according to their experience and degree. Besides, by their ranks, significant differences were found in the practice of technological and content knowledge.
Keywords: teacher educators, technological pedagogical content knowledge, education colleges
Research Article
Kemal Özgen, Serkan Narlı
CONT ED TECHNOLOGY, Volume 11, Issue 1, pp. 77-98
ABSTRACT
This study focuses on the relationship among Content Knowledge (CK), Pedagogic Knowledge (PK), and Technological Knowledge (TK) using Technological Pedagogical Content Knowledge (TPACK). The aim of the study is to use the determined relationship to provide mathematical clarity using the Rough Set Theory, which is commonly used in areas such as Artificial Intelligence, Data Reduction, Determination of Dependencies, Estimation of Data Importance and the establishment of Decision (control) Algorithms. Accordingly, TPACK scale was applied to 340 preservice teachers who, at the time of conducting this study, were continuing their teaching at elementary (grade 5-8) and secondary (grade 9-12) Mathematics Teaching Department. The gathered data was broken into three different groups - low, medium and high. The data grouping allowed for applying of the Rough Set Analysis. This will enable TPACK constructs to assign prospective teachers to any of the three identified groups. Analysis has put forth that the CK, PK and TK components explain TPACK with a dependency degree of 0.105 and that even though the levels of significance of each component is low by itself, it cannot be removed from the data set. Lastly, decision rules have been established between CK, PK and TK with TPACK.
Keywords: content knowledge, pedagogical knowledge, rough sets, technological knowledge, technological pedagogical content knowledge
Research Article
Binnur Ergen, Tugba Yanpar Yelken, Sedat Kanadli
CONT ED TECHNOLOGY, Volume 10, Issue 4, pp. 358-380
ABSTRACT
The purpose of this study is, by using meta-analysis method, to examine whether there is a significant difference in the effect size of the Technological Pedagogical Content Knowledge (TPACK) according to gender. For this purpose, it was examined whether both Technological Pedagogical Content Knowledge and the knowledge types related to TPACK shows a statistically significant difference by gender. A total of 29 studies conducted both in Turkey and abroad between 2007 and 2017 and meet the inclusion criteria were synthesized by the meta-analysis method. “Cohen’s d” was chosen as the effect size index in order to examine the knowledge types related to TPACK by gender. Since the studies were obtained from the literature, primary studies were combined according to the Random Effects Model. It was concluded as a result of the analysis that there is a significant difference between the knowledge types about TPACK by gender, and in the sub-group analysis, technology knowledge, technological pedagogical knowledge and technological pedagogical content knowledge have a significant effect size in favor of male; on the other hand, content knowledge, pedagogical content knowledge, and technological content knowledge have an insignificant effect size in favor of male and pedagogical knowledge has an insignificant effect size in favor of female.
Keywords: Technological pedagogical content knowledge, Meta analysis, Gender, Sub-group analysis
Research Article
Melike Ozudogru, Fatma Ozudogru
CONT ED TECHNOLOGY, Volume 10, Issue 1, pp. 1-24
ABSTRACT
With increasing global requirements for the use of technological tools and resources in K-12 settings, there is a need to examine the technological pedagogical content knowledge (TPACK) levels of mathematics teachers because technology use in class may enhance students’ engagement and motivation in learning mathematics. Hence, the purpose of this study was to develop and validate a TPACK scale to be used in investigating mathematics teachers’ knowledge levels in TPACK components, and investigate if mathematics teachers’ TPACK levels differed in terms of gender, teaching experience and level of school. This study is based on survey research design. Data were collected from 202 mathematics teachers in the spring semester of 2016-2017 academic year. MANOVA was used for data analysis. As a result of exploratory and confirmatory factor analysis, the TPACK instrument was developed as a valid and reliable 39-item 5-point Likert scale consisting of six scales: 1. Technological Knowledge, 2. Pedagogical Knowledge, 3. Content Knowledge, 4. Technological Content Knowledge, 5. Pedagogical Content Knowledge and 6. TPACK. The results also revealed that there were significant differences between gender and technological knowledge domain in favor of male teachers. However, it was found that teaching experience and level of school had no significant effect on TPACK domains.
Keywords: Technological pedagogical content knowledge, TPACK, Scale development, Mathematics teachers
Research Article
Arwa Ahmad Abdo Qasem, Gandla Viswanathappa
CONT ED TECHNOLOGY, Volume 7, Issue 3, pp. 264-276
ABSTRACT
A theoretical framework has emerged recently to guide research in the teachers’ use of ICT and it is the technological pedagogical content knowledge (TPACK). Early research indicates that Blended learning is increasingly being adopted at all levels of educational system. It is considered as a way to foster engaging in interactive learning experiences. The purpose of this article was to determine the levels of ICT knowledge on e-course design through blended learning approach among science teachers of secondary schools in Yemen. The study was conducted on the sample of 60 science teacher trainees in Ibb city. The ICT knowledge scale was used based on TPACK. To analyze the data t-test was used. The findings in this study indicated that TPACK has provided a valuable tool for assessing teacher knowledge in the area of technology integration, the teachers’ ICT knowledge was above average in two groups, and there is significant difference between experimental and control groups on ICT knowledge scale. Recommendations are made for future research on online collaboration activities to raise awareness of factors related to online group work and to determine the in-service training needs of teachers on ICT use to follow-up support and to ensure successful utilization of new technologies.
Keywords: Blended learning, Technological pedagogical content knowledge (TPACK), Professional development, ICT integration, In-service teachers