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Dissertations / Theses on the topic 'Knowledge of technological pedagogical content (TPACK)'

Author: Grafiati

Published: 5 June 2025

Last updated: 1 August 2025

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1

Owusu, Kofi Acheaw. "Assessing New Zealand high school science teachers' technological pedagogical content knowledge." Thesis, University of Canterbury. Educational Studies and Leadership, 2014. http://hdl.handle.net/10092/9254.

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Technological pedagogical content knowledge (TPACK) is the knowledge required for effective technology integration in teaching. In this study, New Zealand high school science teachers’ TPACK was assessed through an online survey. The data and its analysis revealed that New Zealand’s high school science teachers in general had a high perception of their understanding of TPACK and its related constructs. Science teachers had high mean scores on all the constructs on a five- point Likert scale except technological knowledge. There is thus an indication that science teachers in New Zealand perceiv

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Heywood, Jonathan Paul. "Operationalising technological pedagogical content knowledge in UK teacher professional development." Thesis, University of Leicester, 2018. http://hdl.handle.net/2381/43071.

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Weaknesses in extant modes of teacher professional development relating to the use of technology to support teaching and learning are identified and recommendations sought regarding more effective modes of delivery. Technological Pedagogical Content Knowledge (TPACK) is postulated as a theoretical lens through which to foster reflection and dialogue regarding teaching practice and a number of tools are developed to support a structured approach to professional development. These include a TPACK assessment tool to evaluate performance in each of TPACK's constituent subdomains and a new form of

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Cox, Susan Marie. "A Conceptual Analysis of Technological Pedagogical Content Knowledge." Diss., CLICK HERE for online access, 2008. http://contentdm.lib.byu.edu/ETD/image/etd2552.pdf.

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4

Knolton, Davin V. "Technological, pedagogical, content knowledge (TPACK): an exploratory study of adjunct faculty technology proficiency." Diss., Kansas State University, 2014. http://hdl.handle.net/2097/18695.

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Doctor of Philosophy<br>Department of Educational Leadership<br>Royce Ann Collins<br>In an era of increasing demand for a limited budget, more universities are turning to adjunct faculty to fill the need and to address the student load. Adjunct faculty members are hired for their content knowledge and close association to the business world and industry. This study was conducted to investigate whether a relationship exists between (a) technological pedagogical content knowledge (TPACK); (b) pedagogical training; and (c) personal technology; and to determine which variables have the greatest in

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Lavadia, Linda. "Technological, Pedagogical, and Content Knowledge (TPACK)| An Educational Landscape for Tertiary Science Faculty." Thesis, Concordia University Irvine, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10280318.

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<p> Earlier studies concluded that technology’s strength is in supporting student learning rather than as an instrument for content delivery (Angeli & Valanides, 2014). Current research espouses the merits of the Technological Pedagogical Content Knowledge (TPACK) framework as a guide for educators’ reflections about technology integration within the context of content and instructional practice. Grounded by two theoretical frameworks, TPACK (Mishra & Koehler, 2006; 2008) and Rogers’ (1983, 1995) theory of diffusion of innovation, the purpose of this mixed-methods res

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Bulut, Aykut. "Investigating Perceptions Of Preservice Mathematics Teachers On Their Technological Pedagogical Content Knowledge (tpack) Regarding Geometry." Master's thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12614704/index.pdf.

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The aim of this study is to investigate perceptions of preservice mathematics teachers&rsquo<br>technological pedagogical content knowledge (TPACK) regarding geometry. In addition, the purpose is to examine the relationships among the components of TPACK. Moreover, possible gender and year of enrollment differences related to preservice mathematics teachers&rsquo<br>technological pedagogical content knowledge dimensions are examined. This research study has been conducted with 780 preservice mathematics teachers who are enrolled in elementary mathematics education department of Education Facu

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7

Sundberg, Maria. "En studie av hur matematiklärare på gymnasiet upplever sin kunskapsnivå i Technological Pedagogical Content Knowledge (TPACK)." Thesis, Linnéuniversitetet, Institutionen för datavetenskap, fysik och matematik, DFM, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-21944.

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Den digitala utvecklingen både i samhället i stort och inom utbildning accelererar som aldrig förr. Många ungdomar idag har tillgång till digitala verktyg så som dator, mobiltelefon, surfplatta mm. Detta ställer nya krav på utbildning och därmed också nya krav på lärarna. Ett urval av matematiklärare på gymnasienivå fick i en webb-survey rangordna vilken kunskapsnivå de anser sig ha med avseende tre huvudområdena som beskrivs av ramverket Technological Pedagogical Content Knowledge (TPACK): teknik, pedagogik, ämnesinnehåll och kombinationer av dessa. Resultaten visar att lärarna anser sig ha e

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Pugh-Opher, Francesca. "Mandarin Teachers' Experiences Using Technological Pedagogical Content Knowledge in Early Childhood Classrooms." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7179.

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The focus of this research study was on the experiences and perceptions of Mandarin Chinese teachers who used technologies and innovative instructional methods to teach second language skills to young learners. The conceptual framework drew on 3 theories: (a) Vygotsky’s sociocultural learning theory, (b) Schӧn’s action theory, and (c) Mishra and Koehler’s technological pedagogical content knowledge (TPACK). The research questions focused on the experiences of early childhood teachers integrating TPACK to teach Mandarin Chinese and how do early childhood teachers perceive the use of instruction

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9

Alajlan, Abeer M. "Pre-Service Teachers' Development of TPACK (Technological Pedagogical and Content Knowledge): Learning By Design (LBD) as an Instructional Approach." Ohio University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1554212137921351.

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10

Mudzimiri, Rejoice. "A study of the development of technological pedagogical content knowledge (TPACK) in pre-service secondary mathematics teachers." Diss., Montana State University, 2012. http://etd.lib.montana.edu/etd/2012/mudzimiri/MudzimiriR0812.pdf.

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The Technological Pedagogical Content Knowledge (TPACK) framework is a relatively new construct that offers a useful perspective from which to understand the development of pre-service teachers' abilities in teaching with technology. It is grounded in the understanding that if teachers are to effectively integrate technology into their instruction, they need to integrate their knowledge of content, pedagogy and technology, instead of viewing these components as separate entities. Current efforts to develop TPACK in pre-service teachers have tended to focus on experiences in either a methods co

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McDonald, Jocelyn. "Examination of Teachers' Perceived Technological Pedagogical Content Knowledge and its Relationship to Lesson Design." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7408.

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School districts are increasingly adopting 1-to-1 technology initiatives to support 21st century teaching and learning; yet, there are still many challenges with the effective integration of technology into teacher instructional practices. Teacher's technological, pedagogical, content knowledge (TPACK) is an integral part in planning the instructional process for effective integration. In this quantitative study, teachers' knowledge of technology, content, and pedagogy was examined through the lens of TPACK and its relationship to their lesson design practices. Two validated TPACK instruments

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12

Hosek, Vicki Ann. "Locating the Critical Component in Technological Pedagogical and Content Knowledge (TPACK)| An Examination of How Graduate Students Recruit TPACK and Critical Digital Literacy into Classroom Practices." Thesis, Illinois State University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10978267.

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<p> The objectives of this study were to gain an understanding of how practicing teachers believe they are prepared to meaningfully and critically integrate technology into their classroom practices; and to understand how practicing teachers recruited those beliefs into their teaching practices. This included gaining an understanding of what they believed led to their engagement in the critical dimensions of technology use in their teaching practices. This mixed-methods study contained two phases. In Phase 1, 58 graduate students in a College of Education completed a newly developed Critical T

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Robertshaw, Brooke. "Mixing the Emic and Etic Perspectives: A Study Exploring Development of Fixed-Answer Questions to Measure In-Service Teachers' Technological Pedagogical Content Knowledge." DigitalCommons@USU, 2013. https://digitalcommons.usu.edu/etd/3345.

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Using a sequential mixed-method methodology, this dissertation study set out to understand the emic and etic perspectives of the knowledge encompassed in the technological pedagogical content knowledge (TPACK) framework and to develop fixed answer questions based on that knowledge. While there have been many studies examining ways to measure TPACK in in-service and pre-service teachers, very few have addressed measuring TPACK using fixed-answer questions. Through the use of the mixed-methods, a snapshot of the emic (inside) and etic (outside) perspectives on the TPACK framework was obtained. T

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Bruner-Timmons, Joan. "Teachers' Participation in Learning by Design Activities, Their Technological, Pedagogical and Content Knowledge, and Technology Integration in an Inner City School." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5059.

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Students at an inner city school have low test results despite making progress. The study examines the problem that technology plans implemented by the Board of Education could not improve student achievement. Educational policy recommends to increasingly sustain teaching by educational technology. Therefore, this research examines the teacher knowledge necessary for technology integration in classes, and the ways this knowledge can be fostered. The theoretical framework of this study integrates 2 prominent theories of instructional science: learning by design (LBD) and technological, pedagogi

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McGlothlin, Cheryle D. "Evaluation of HQT Online Courses: Growth of Participants Technology, Pedagogy and Content Knowledge (TPACK)." Ohio University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1411132394.

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García, Pascual Rubén. "Integrering av digitala verktyg i undervisningen : En undersökning om matematiklärares upplevda kunskapsnivå av TPACK." Thesis, Stockholms universitet, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-144992.

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Digitalisering av skolan har pågått under en lång tid men integreringen av digitala verktyg i matematikundervisning har inte visat sig följa den önskade pedagogisk utvecklingen för att lärande skulle främjas. Nyligen genomförda studier har funnit att en avgörande faktor för effektiv integrering av teknologin i undervisning är lärarna kunskap kring digitala verktyg. Denna studie söker undersöka lärarnas kunskap kring Technology, Content, Pedagogy och deras kombinationer med syftet att öka förståelsen om lärarnas integrering av digitala verktyg i matematikundervisning. Ämnen diskuteras ur det TP

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Hsueh, Su-Ling. "An Investigation of the Technological, Pedagogical and Content Knowledge Framework in Successful Chinese Language Classrooms." Diss., CLICK HERE for online access, 2008. http://contentdm.lib.byu.edu/ETD/image/etd2693.pdf.

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Trevisan, Ottavia. "Student-teachers' Pedagogical Reasoning in Technological Pedagogical Content Knowledge Design Tasks: a Cross- Country Multiple Case Study in Initial Teacher Education Institutions." Doctoral thesis, Università degli studi di Padova, 2019. http://hdl.handle.net/11577/3424841.

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Teachers' professional expertise is based on (but not limited to) a complex, multifaceted and situated professional knowledge, in this dissertation identified in the Technological Pedagogical Content Knowledge (TPCK) framework. Literature has widely investigated the interconnections between TPCK and tacit non-rational underpinnings - in this dissertation identified in the construct of dispositions - when it comes to integrating technologies into teaching practices. Furthermore, a successful technology integration, supported by strong knowledge bases and positive dispositions, implies specific

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Liljedahl, Emilie. "Lärares digitala kunskapsbas (TPACK) och kompetensutveckling : En studie av läs- och skrivundervisningen i F –3 i en verksamhet med goda digitala grundförutsättningar." Thesis, Karlstads universitet, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-84638.

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There are big differences when it comes to access to digital teaching resources between Swedish school units. Previous research indicates that the digital resources that are available in schools are not always integrated into the teaching practice. A lack of resources will affect the teachers’ ability to, as stipulated in the curriculum, integrate digital resources into their teaching. It is therefore of interest to examine teaching practice in a school with good access to digital resources. The aim of this study is to develop an understanding of a few teachers’ attitudes and opinions of digit

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Waseela, Aminath. "Teachers' TPACK and technology integration in teaching and learning: A case study in the Maldives." Thesis, Queensland University of Technology, 2022. https://eprints.qut.edu.au/230501/1/Aminath_Waseela_Thesis.pdf.

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This explanatory mixed-method study investigated Maldivian lower secondary teachers' TPACK perceptions and integration of digital technologies in their classrooms. Data gathered using surveys (n=485), interviews, and document artefacts showed that teachers had a high perception of the TPACK constructs and mostly adopted digital technologies for teacher-centred pedagogical practices of knowledge transmission that supported lower-order cognitive goals. Several contextual factors influenced their technology integration efforts. Based on the findings, a model for teachers' integration of digital t

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Mohamad, Fitri Suraya. "Investigating beliefs and evidence of Technological Pedagogical Content Knowledge (TPCK) in the training of teachers for educational techology in Malaysian universities." Thesis, University College London (University of London), 2010. http://discovery.ucl.ac.uk/10019942/.

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This research explores narratives and artefacts that reflect personal conceptions and interpretations about Teacher knowledge and the integration of Constructivism, specifically in the teaching and learning of Educational Technology, in teacher education programmes in Malaysian universities. Two key theories, Mishra & Koehler's TPCK model, and Argyris & Schon's Reflective Learning theory, were utilised as research tools to provide a protocol to acquire, analyse and discuss beliefs and actions about technology in education. Guided by gaps and inconsistencies revealed in reviewed current literat

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Sickel, Jamie L. "TPACK Development in Science Teacher Preparation: A Case Study in Queensland, Australia." Ohio University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1457379586.

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Edvardsson, Nella, and Bergqvist Michelle Jönsson. "ASL-metoden och lärares digitala kompetens." Thesis, Malmö universitet, Malmö högskola, Institutionen för kultur, språk och medier (KSM), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-41568.

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I denna studie har vi varit intresserade av att undersöka frågan om den digitaliserade läs- och skrivundervisningen utifrån ett lärarperspektiv. Syftet med denna studie är att undersöka olika faktorer som kan påverka lärares inställning till ASL-metoden. Vi har särskilt intresserat oss för frågan om lärares digitala kompetens som en betydande faktor. Vi har valt att genomföra en enkätundersökning riktad till lärare som använder ASL-metoden i sin undervisning, för att försöka besvara frågan om vilka faktorer som kan tyckas ha påverkan på deras inställning till ASL-metoden. Det var 22 lärare som

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Martinsson, Ulrika. ""Det ligger i tiden" : -En kvalitativ studie om digitaliseringens påverkan på den tidiga läs- och skrivundervisningen." Thesis, Högskolan i Jönköping, Högskolan för lärande och kommunikation, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-40530.

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Nakashima, Rosária Helena Ruiz. "A dialética dos conhecimentos pedagógicos dos conteúdos tecnológicos e suas contribuições para a ação docente e para o processo de aprendizagem apoiados por um ambiente virtual." Universidade de São Paulo, 2014. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-01102014-134609/.

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Esta pesquisa investigou as contribuições do conhecimento pedagógico do conteúdo tecnológico para as competências docentes e para o processo de aprendizagem apoiado por ambiente virtual. Caracterizou-se como uma investigação qualitativa, de natureza descritivo-exploratória, em um contexto didático, com observação participante e abordagem netnográfica. Foi realizada na disciplina Ambientes de Aprendizagem Cooperativa Apoiados em Tecnologias da Internet: Novos Desafios, Novas Competências (EDM 5053), pertencente ao quadro de disciplinas da área de concentração da pósgraduação Didática, Teorias d

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Leite, Rubervan da Silva. "Formação de professores de Matemática e tecnologias digitais: um estudo sobre o Teorema de Tales." Pontifícia Universidade Católica de São Paulo, 2017. https://tede2.pucsp.br/handle/handle/20504.

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Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2017-10-19T12:00:25Z No. of bitstreams: 1 Rubervan da Silva Leite.pdf: 4442566 bytes, checksum: 7cc5035cbced8b9a29b6fa235fdbc9c6 (MD5)<br>Made available in DSpace on 2017-10-19T12:00:26Z (GMT). No. of bitstreams: 1 Rubervan da Silva Leite.pdf: 4442566 bytes, checksum: 7cc5035cbced8b9a29b6fa235fdbc9c6 (MD5) Previous issue date: 2017-08-28<br>Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES<br>This research aims to identify the integration of didactic, specific and technological knowledge that a group of undergraduate

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Cassim, Verona. "The pedagogical use of ICTs for teaching and learning within grade eight mathematics in South African schools / V. Cassim." Thesis, North-West University, 2010. http://hdl.handle.net/10394/4487.

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Information and communication technology (ICT) has become part of education as it has, in many cases, become the mode of choice of communication with people in all spheres of life. It provides teachers with the opportunity to access information from a vast array of resources that assists them in their teaching practices. Education in South Africa is constantly transforming to new requirements from the National Department of Education (NDoE). The fundamentals of Outcomes Based Education are lifelong learning and the development of 21st century skills that allow learners to use information for d

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Ljungberg, Kent. ""Som en stor atlant full av skit" : En studie av organisatoriska förutsättningar för IKT-stött arbetsplatslärande." Thesis, Umeå universitet, Pedagogiska institutionen, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-149908.

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I denna studie kartläggs hur tre verksamheter vid ett sjukhus i norra Sverige arbetar med frågor rörande hur digital teknik kan användas för att stötta, upprätthålla eller utveckla kunskaper på arbetsplatsen, samt de organisatoriska förutsättningar som finns för att upprätta och upprätthålla ett sådant arbete. Studien baserades på en intervjustudie med sex respondenter i olika utsträckning verksamma med arbetsplatslärande vid ett större sjukhus i norra Sverige, och ämnade undersöka vilka redskap och organisatoriska strukturer som finns för att förbättra och fördjupa de anställdas förutsättning

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Lux, Nicholas James. "Assessing technological pedagogical content knowledge." Thesis, Boston University, 2010. https://hdl.handle.net/2144/31985.

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Thesis (Ed.D.)--Boston University<br>Building on Shulman's (1986) theory of pedagogical content knowledge that outlines distinct domains of teacher knowledge, technological pedagogical content knowledge (TPACK) has emerged as a framework for examining educational technology training in teacher preparation (Koehler & Mishra, 2008; Neiss, 2008; Shin, Koehler, Mishra, Schmidt, Baran, & Thompson, 2009). The research presented here examines the theoretical basis of TPACK and describes the process of developing the Pre-service Teacher - Technological Pedagogical Content Knowledge Survey (PT-TPACK Su

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Winter, Julia Franziska. "Naturvetenskaplig undervisning med en dator per elev: möjligheter och utmaningar utifrån lärarnas perspektiv." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-29634.

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Trots intensiva satsningar på skolans digitalisering visar forskningen att den inte lederautomatiskt till förbättrat lärande och kunskapsutveckling hos eleverna. Syftet medexamensarbetet var att undersöka pedagogernas syn på frågan hur IT och 1:1 kontextenkan utnyttjas för att främja elevers lärande i naturvetenskaplig undervisning.Empirin omfattar djupintervjuer med fyra lärare som undervisar i biologi, kemi ellerNO. Syftet var att få insikt i lärarnas funderingar och sätt att använda IT och 1:1kontexten för att stötta elevers lärande och det pedagogiska arbetet. Dessutom gjordesen enkätstudi

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De, Silva Chamelle Rene. "Technology integration : tracing in-service primary teachers' technological, pedagogical and content knowledge development." Thesis, Cape Peninsula University of Technology, 2015. http://hdl.handle.net/20.500.11838/2374.

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Thesis (DEd (Education))--Cape Peninsula University of Technology, 2015.<br>The past decade has witnessed the proliferation and use of computer technologies or ICTs (Information and Communication Technologies) in varying levels in the traditional classroom within the South African context. The policy on e-Education (DoE, 2004) refers to the significance of e-Education and expects schools to be developed into e-Schools, consisting of a community of both teachers and learners. This policy also foregrounds how new models of learning are radically changing and challenging current conceptions of le

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Bibi, Shaista. "Exploring teachers’ technological, pedagogical and content knowledge in higher education: A mental resource perspective." Thesis, The University of Sydney, 2015. http://hdl.handle.net/2123/14609.

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The complex nature of the relationships between teachers’ intentions of how to teach and their actions in classrooms - in terms of why variations occur - is usually seen as an important issue. This study involved the investigation of university teachers’ technology integration decisions through exploring their Technological Pedagogical and Content Knowledge (TPACK). The study employed the mental resource perspective as a theoretical basis to view university teachers’ TPACK. In order to consider why teachers’ practices within classrooms are sometimes different to their ideas at the time of plan

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Hamilton, Christina. "An Investigation Into the Relationships Between the Technological Pedagogical Content Knowledge of University Teacher Education Faculty and Their Age, Rank, and Gender." Thesis, University of North Texas, 2013. https://digital.library.unt.edu/ark:/67531/metadc500063/.

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The purpose of this study was to determine what relationships exist between the age, rank, and gender of university faculty in teacher education and their technological pedagogical content knowledge. The survey instrument used was the Survey of Teacher Educators’ Technological Pedagogical Content Knowledge (TPACK) which is an adaptation of the Survey of Preservice Teachers’ Knowledge of Teaching and Technology developed by Schmidt. A total of 347 public Texas university teacher education faculty members participated in the study. Multiple regressions were utilized and the effect size was consi

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Smart, Victoria Lee. "Technological Pedagogical Reasoning: The Development of Teachers’ Pedagogical Reasoning with Technology over Multiple Career Stages." Thesis, Griffith University, 2016. http://hdl.handle.net/10072/367608.

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Professor Lee Shulman (1987b) introduced a view of teaching that encompassed a series of six steps: comprehension; transformation; instruction; evaluation; reflection and new comprehension, which he termed pedagogical reasoning. He suggested an image of teaching as the exchange of ideas from the teacher, who must comprehend an idea to be able to shape and tailor it, in order for the student to grasp and understand the idea. This complex interplay of judgment and action is at the heart of pedagogical reasoning. Since 1986, there have been very few published research studies that have either tes

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Draper, Kim. "Understanding science teachers’ use and integration of ICT in a developing country context." Thesis, University of Pretoria, 2010. http://hdl.handle.net/2263/26687.

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Information and communication technology (ICT) has infiltrated society to the point of becoming essential to much of its everyday functioning. People rely on ICT to communicate, access information, and stay connected in an increasing globalised community. In many developed countries, ICT is now strongly featured in education for teaching and learning. In South Africa, as in other developing or partly developed countries, ICT use in education remains limited. This research was conducted to explore and understand how those South African science teachers who have access to ICT use it when they te

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Wigginton, Erin O'Donnell. "The Choices and Uses of Technological Tools in High School Government Classes." Diss., Virginia Tech, 2011. http://hdl.handle.net/10919/29493.

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The purpose of this study was to examine how government teachers make decisions regarding the type of technological tools they incorporate in their instruction. As a case study of two teachers, this work was oriented by the question: How are U.S. Government teachers' beliefs and perspectives about learning and teaching reflected in their pedagogical practice and use of technological tools. There is little work about how teachers prepare students for the 21st century. Teaching U.S. Government or about the U.S. government has been ignored in much of the research of social studies classes.

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Coffman, Vonda G. "THE PERCEIVED TECHNOLOGY PROFICIENCY OF STUDENTS IN A TEACHER EDUCATION PROGRAM." Kent State University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=kent1371730581.

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Tshewang, Sampa. "The use of ICT by science teachers in middle secondary science education in the Himalayan Kingdom of Bhutan." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2019. https://ro.ecu.edu.au/theses/2258.

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This research investigated Bhutanese middle secondary science teachers’ ICT knowledge, skills, perceptions and attitudes, patterns of ICT use, and associated factors linked to effective ICT implementation in their classrooms. The study was based on the hypothesis that the use of ICT in secondary science education in Bhutan was affected by the teachers’ attitudes and perceptions towards the use of ICT; their knowledge and skills related to ICT; their TPACK and the barriers associated with effective implementation of ICT. The research was primarily an exploratory study accommodating a post-posit

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Savas, Meltem. "Investigating Pre-service Science Teachers." Master's thesis, METU, 2011. http://etd.lib.metu.edu.tr/upload/12613819/index.pdf.

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The purpose of this study was to investigate the preservice science teachers&rsquo<br>perceived technological pedagogical content knowledge (TPACK) on genetics. More specifically, the purpose was to examine the relationships among the components of TPACK and genetics knowledge of the preservice science teachers. Moreover, findings the effect of the demographic information on perceived TPACK was also aimed. This study was conducted with preservice science teachers who were enrolled in elementary science education department of Education Faculties of eight public universities located in Central

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Chang, Wei-Wei M. "Digital competence and professional development of vocational education and training teachers in Queensland." Thesis, Queensland University of Technology, 2016. https://eprints.qut.edu.au/95088/1/Wei-Wei_Chang_Thesis.pdf.

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Teaching with digital technologies is essential to the development of 21st century students’ graduate capabilities. However, relatively little is known about the extent to which Queensland VET teachers engage with digitally-enhanced teaching, or have the capacity to do so. Using a mixed methods approach, this thesis investigated the current digital teaching capacities of VET teachers and how current professional development opportunities are helping to address their learning needs.

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Kulavuz-Onal, Derya. "English Language Teachers' Learning to Teach with Technology through Participation in an Online Community of Practice: A Netnography of Webheads in Action." Scholar Commons, 2013. http://scholarcommons.usf.edu/etd/4713.

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The emergence of online learning environments and advances in web-based technologies enable teachers to interact and exchange ideas and experiences in online communities. However, these rapid technological advances also cause such online communities to disband quickly, before they have the opportunity to evolve into a community of practice, in which a group of teachers build a shared history, a shared repertoire of resources and activities, and mutually engage in collaborative professional development, over time. Moreover, rapid advances in technology necessitate on-going collaboration among t

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Nifoci, Renata Ercília Mendes. "Conhecimentos revelados por professores em um curso de formação continuada para a utilização de objetos de aprendizagem." Pontifícia Universidade Católica de São Paulo, 2013. https://tede2.pucsp.br/handle/handle/10970.

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Made available in DSpace on 2016-04-27T16:57:27Z (GMT). No. of bitstreams: 1 Renata Ercilia Mendes Nifoci.pdf: 12160778 bytes, checksum: a5494f21bc3486eee31baf5e84daa89d (MD5) Previous issue date: 2013-08-22<br>Secretaria da Educação do Estado de São Paulo<br>The use of information technology is present in many environments, including the educational environment. This background, this research aims to an analysis of the knowledge revealed by mathematics teachers in a continuing education course to use learning objects available in the repository M3 Multimedia Mathematics as a technology for

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Barbosa, Barbara Peres. "Educação a distância: a articulação das tecnologias digitais de informação e comunicação (TDIC) e os estruturantes didáticos (2002-2012)." Universidade de São Paulo, 2015. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-25052015-110650/.

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Esta pesquisa investigou na produção acadêmica sobre EaD as questões emergentes do seu paradigma educacional em função da inserção das TDIC (Tecnologias Digitais de Informação e de Comunicação) por meio de plataformas virtuais com o objetivo de compreender principais tendências, contribuições e desafios identificados. Descreve os principais conceitos ligados à EaD e às plataformas virtuais de aprendizagem, destacando-se as características do Moodle. Apresenta as gerações da modalidade EaD, a legislação vigente, amplo número de produções científicas nacionais, predominante em cursos da rede pri

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Wright, Regina Renee Veal. "High School World Language Teacher Perspectives on Computer-Mediated Communication Applications." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/6153.

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Computer-mediated communication (CMC) offers opportunities to assist world language students to become global communicators in a digital society. However, perceptions of high school world language (HSWL) teachers on the suitability of these applications are not known. The purpose of this qualitative case study was to explore and document the professional perspectives of HSWL teachers who have taught over 10 years, to learn the benefits and obstacles that they must consider in teaching communicative language skills with CMC. The research questions explored possible reasons that would motivate o

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Nguyen, Tien Dung. "Integration of ICT in teaching English as a foreign language at a private university in southeast Vietnam." Thesis, Queensland University of Technology, 2022. https://eprints.qut.edu.au/231914/1/Tien%20Dung_Nguyen_Thesis.pdf.

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This qualitative case study investigated EFL teachers’ perceptions of knowledge and skills concerning integration of technologies into teaching of English at a university in Vietnam. It explored how EFL teachers integrate technologies in their daily teaching practices. A Technological Pedagogical and Content Knowledge (TPACK) framework was used to guide research design, data collection and data analysis. Findings show that participants vary significantly in terms of knowledge and skills, and in how they use technologies productively in teaching practices. The study suggests that to support mea

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Gago, David José Pereira. "Utilização colaborativa de representações multimédia no ensino: um estudo de investigação-ação com professores de física e química." Master's thesis, Universidade de Évora, 2013. http://hdl.handle.net/10174/15880.

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Este estudo foi realizado no contexto de uma ação de formação subordinada ao tema das representações multimédia e destinada a professores de física e química de uma escola secundária. A ação, dinamizada pelo investigador e com a duração de seis meses, foi realizada na forma de Círculo de Estudos, durante o qual se procurou promover o trabalho colaborativo entre os dez professores participantes, todos eles integrando, tal como o investigador, o grupo de física e química da escola em referência. Como opção metodológica de base foi adotada uma estratégia de investigação-ação, configurando uma pes

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Lanyau, Pamella. "La connaissance technologique, pédagogique et du contenu des enseignants dans l'enseignement de la compréhension orale du français langue étrangère dans les écoles secondaires malaisiennes." Electronic Thesis or Diss., Besançon, Université Marie et Louis Pasteur, 2025. http://www.theses.fr/2025PAST1004.

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Les élèves malaisiens obtiennent systématiquement de mauvais résultats en compréhension orale, bien que le programme scolaire, le Dokumen Standard Kurikulum dan Pentaksiran (DSKP) décrive clairement le contenu et l'apprentissage standard de la langue française ainsi que les approches pédagogiques avec l'utilisation de la technologie afin de préparer les élèves à communiquer efficacement dans la situation de la vie quotidienne en utilisant cette langue.Cette thèse aborde des lacunes de recherche dans l'intégration de la technologie pour l'enseignement de la compréhension orale. L'étude est moti

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Chen, Mei-Yi, and 陳美伊. "Effects of knowledge-building on pre-service mathematics teachers’ Technological Pedagogical Content Knowledge (TPACK)." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/ebuaq3.

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碩士<br>國立政治大學<br>教育學系<br>107<br>This study aims to investigate the effects of knowledge building activities on mathematics pre-service teachers’ technological pedagogical content knowledge (TPACK). Participants were 13 pre-service teachers from a course called Math Teaching Materials and Methods. The course was designed based on knowledge building theory, with a process consisting of four-stage and two-cycle knowledge building activities (including lesson design, micro-teaching practices, teaching feedback, and self-reflection). Pre-service teachers in this study used Knowledge Forum as an onli

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Chiang, Dai-Cheng, and 江岱澄. "The Development of Technological Pedagogical and Content Knowledge(TPACK) Scale of Elementary English Teachers." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/4t36zf.

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碩士<br>國立臺北教育大學<br>兒童英語教育學系碩士班<br>106<br>The focus of this study is on the development of the technological pedagogical and content knowledge (TPACK) scale of elementary English teachers by Delphi technique. The items of the original TPACK scale were developed from three main sources: the pedagogical content knowledge proposed by Shulman in 1987; technological pedagogical and content Knowledge proposed by Koehler and Mishra (2005); and TPACK Awareness Scale in Math for student teachers developed by You (2016).The TPACK scale consists of seven dimensions, including Technological Knowledge (TK),

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Landry, Geri Armagost. "Creating and validating an instrument to measure middle school mathematics teachers' Technological Pedagogical Content Knowledge (TPACK)." 2010. http://trace.tennessee.edu/utk_graddiss/720.

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Thesis (Ph. D.)--University of Tennessee, Knoxville, 2010.<br>Title from title page screen (viewed on July 15, 2010). Thesis advisor: Vena Long. Vita. Keywords: Middle school, Mathematics, Technology, TPACK. Includes bibliographical references.

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