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
Gema Sánchez Medero, Gema Pastor Albaladejo, Juan Carlos Cuevas Lanchares, Oliver Soto Sainz, Julio Pérez Hernanz, María José García Solana, Jorge Resina de la Fuente, Pilar Mairal Medina
CONT ED TECHNOLOGY, Volume 15, Issue 3, Article No: ep427
ABSTRACT
The creation of educational audio-visual materials has recently become popular. It is an innovative and entertaining practice, which can reach millions of people through social networks and YouTube. For this reason, this specific was designed for students enrolled in the following three modules: The Spanish political system, public administration in Spain, and institutions and decision-making structures in both the of joint degrees in law and political science and in public management and economic sciences, as well as degrees in public management and degrees in political science. Educational audio-visual materials were co-designed and co-created to define a Municipal Council, its workings and its organization. This was a three phased experiment.. In the first, under the supervision of teachers, students developed five videos showing how Municipal Councils work. This allowed university students to become involved in a collaborative learning activity through which they acquired a series of important skills for future use, in addition to reinforcing their learning by participating in creation of digital teaching material, and also establishing a new teaching methodology consisting of learning-by-doing. In the second, professors and students attended CEIP Severo Ochoa Primary School in Madrid showing videos and playing two practical games, thus promoting knowledge transfer. In the third, the teachers evaluated the impact of this activity and the degree of satisfaction of university and primary school students. The result was positive, because not only was an educational innovation successfully implemented, but also a large part of objectives were achieved.
Keywords: teaching materials, audio-visuals, collaborative learning, educational videos, knowledge transfer
Review Article
Ritesh Chugh, Darren Turnbull
CONT ED TECHNOLOGY, Volume 15, Issue 2, Article No: ep405
ABSTRACT
Gaming is becoming a popular method of engaging students in learning processes across all levels of the educational community. The effective integration of gaming activities into course curricula has the potential to enhance student learning, motivation, and knowledge acquisition in a range of disciplines. However, gamification of education is not without its opponents, with many educators concerned about the negative impacts of game use on effective learning. This study enhances our understanding of contemporary practices related to the areas, usage and characteristics of gamification in education. It is of particular relevance to educational institutions with a focus on developing innovative teaching methods and curricula that utilize gamification techniques in a multi-disciplinary, cross-national context across all stages of formal learning. Through the use of bibliometric analysis techniques, our study of the citation relations of 3,617 publications identified ten prominent themes dominated by gamification: mobile gaming, physical education, health and medicine, business, learning performance, programming and computing, English language, teacher adoption, primary & secondary education, and mathematics. Clear evidence of increased student motivation to learn and improved course results were evident in the examined literature. This study will benefit serious game designers, educators, and educational institutions to develop more inclusive and engaging pedagogies that exploit the ubiquitous availability of gaming technologies for inclusion in more traditional course delivery methods.
Keywords: learning strategies, information and communication technology, teaching practices, knowledge creation, gamification, bibliometric analysis
Review Article
Miguel Angel Paidican, Pamela Alejandra Arredondo
CONT ED TECHNOLOGY, Volume 14, Issue 3, Article No: ep370
ABSTRACT
This article presents the results of a scientific literature analysis based on Kitchenham’s (2004) proposal, regarding the technological-pedagogical knowledge of the content under the TPACK model. Research studies containing data-driven information in primary education were revised. The selection of the 622 articles was conducted in Scopus, WoS (Web of Science), ERIC (Educational Resources Information Center), and Google Scholar databases; considering the period from which this model was initially described to May 2019. The following criteria were also observed: open access sources, referring to social sciences, and full text available. To conclude, there is limited scientific production regarding TPACK model in primary education, with 3,05% of the articles reviewed in this systematic literature review. An increase in using the TPACK model in terms of teacher knowledge and enriched environments with information and communication technology has also been observed. Participation of other members of the school community as students, parents and managers is also recommended.
Keywords: knowledge of teachers, educational technology, knowledge of technological pedagogical content (TPACK), primary school teachers, teacher training, Integration of technology
Research Article
Aleksey Anisimov, Agnessa Inshakova
CONT ED TECHNOLOGY, Volume 14, Issue 3, Article No: ep365
ABSTRACT
The use of educational computer games in the context of the coronavirus pandemic is becoming increasingly popular in the educational process when studying a variety of disciplines. And if practical steps have been taken in this direction in technical, pedagogical, and some other sciences, then there is a doctrinal and practical gap in the teaching of legal disciplines that needs to be filled. The purpose of the study is to argue the prospects for the use of educational computer games at law faculties, which makes it possible to more effectively assess students’ knowledge, as well as increase their motivation to actively participate in the educational process. In the course of the study, methodology involved the theoretical and practical experience of developing educational computer games in various academic disciplines was summarized, the scientific literature and the existing practice of their use were analyzed, and the possible effect of introducing educational computer games into the educational process at law faculties after the development and implementation of such games in practice, including the first-generation educational computer game developed by the authors, was modeled. The research findings indicate formulation of a doctrinal concept of the use of educational computer games, identifies three of their generations, and shows the features of the development and application of each of them, including the author’s experience in developing a training computer game by right of the first generation. The authors analyzed the technical problems associated with the development of educational computer games and suggested ways to solve them. The authors’ proposals can be used by universities in any country to interact with game design studios to develop educational games.
Keywords: computer, games, education, skills, knowledge
Research Article
Denise Pauline-Graf, Susan E. Mandel, Heather W. Allen, Lynne E. Devnew
CONT ED TECHNOLOGY, Volume 13, Issue 4, Article No: ep316
ABSTRACT
Technology-enhanced learning (TEL) is a broad term to denote the incorporation of digital technology to mediate activities that support education. Educational researchers need to validate critical assumptions about any new system that involves TEL early and throughout its development course to make quick, informed, de-risked decisions about the progress of TEL. We introduce an assumption validation process for educational researchers to consider utilizing when evolving ideas or prototypes of TEL. We present a preliminary study conducted in Russia of a knowledge sharing (KS) training program using digital games to illustrate the proposed four-stage process. The first stage is listing the assumptions that apply to initiatives of TEL. The second is identifying the methods most useful for testing those assumptions. The third is executing tests on each of those assumptions. The last stage is determining assumption validity. In the illustrative study, a single pilot trial was considered the appropriate approach to validate the assumptions selected in the first stage. We found that determining assumption validity requires testing many of the assumptions individually and in aggregate. Educational researchers can use this assumption validation process to assess the potential of TEL in a variety of settings before investing resources into its further development.
Keywords: instructional digital games, assumption validation, knowledge sharing, pilot trial, self-efficacy, technology-enhanced learning
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
Research Article
Partick D. Kihoza, Irina Zlotnikova, Joseph Kizito Bada, Khamisi Kalegele
CONT ED TECHNOLOGY, Volume 7, Issue 1, pp. 60-84
ABSTRACT
The purpose of this study was to describe instances of pedagogical practices of teachers using ICTs and the enhancements of practices using traditional methods, to more fundamental changes in their approach to teaching. Using a mixed method, the research examined the impact of increased education level on the ICT use competence perception and the influence of ICT knowledge level and skills on the adoption of blended learning contents. Four schools were used for this study; two picked out of 50 that are enhanced with ICT infrastructures while the other two were picked from schools without enough ICT infrastructures. Three research questions guided the study. Data collection included teachers, schools inspection officers, curriculum development experts, teacher trainees and policy makers’ interviews, questionnaires, classroom observations, and document reviews. Data analysis concentrated on the central questions of the study. The results suggested that teachers’ education level couldn’t determine their ICT knowledge level. Either, the ICT knowledge level has influences on the decision to use blended learning. Barriers to ICT use in education were revealed as: internal -more of personal attitudes and perceptions about a technology, and external -lack of availability and accessibility to the relevant resources (hardware and software), lack of framework that address integration of ICTs in teaching and learning and unreliable Internet connection. Resulting from the results, this study suggests a goal oriented teacher training framework which should address a complex integration of technology, content, pedagogy, school infrastructures, and the overall objectives of the education systems as trivial of ICT use determining factors.
Keywords: Blended learning, Teachers’ ICT knowledge, Teachers’ ICT use, Teachers’ ICT competence, ICT in education
Research Article
Elin Thunman, Marcus Persson
CONT ED TECHNOLOGY, Volume 4, Issue 3, pp. 155-171
ABSTRACT
In light of how the knowledge society may give rise to new forms of inequity in schools, the purpose of this article is to examine the stratification of Swedish schoolteachers’ access to and use of ICT. The empirical data consist of a nationwide survey conducted in 2010, involving 6000 Swedish teachers in all grades (except pre-school and university). Accounting for teachers’ age, gender, grade, and principal organization, bivariate analyses were conducted. The study finds significant differences between teacher’s age and principal organization, indicating a growing gap between teachers in public versus independent schools. The finding is discussed in relation to the current research and its potential consequences for equitable learning activities.
Keywords: Teachers, ICT, Sweden, Knowledge society, Equity