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Entan Saptani; Anin Rukmana; Tedi Supriyadi – Elementary School Forum (Mimbar Sekolah Dasar), 2024
One of the obstacles to teaching physical education in the 21st century is the necessity for teachers to integrate technology-based learning. The TPACK framework plays a crucial role in enhancing the quality of instruction in physical education. This study aims to map the TPACK competencies of physical education teachers. A cross-sectional survey…
Descriptors: Foreign Countries, Physical Education Teachers, Technological Literacy, Pedagogical Content Knowledge
Marsi Bani – Pegem Journal of Education and Instruction, 2024
This research is a type of descriptive research with a quantitative approach, with sampling using cluster sampling technique. The purpose of this research is to see the ability of prospective physics teachers in preparing TPACK-based learning tools. The results obtained on the ability of Content Knowledge (CK) were at a score of 52.66 in the…
Descriptors: Preservice Teachers, Science Teachers, Physics, Pedagogical Content Knowledge
Xuemei Bai; Rifa Guo; Xiaoqing Gu – Education and Information Technologies, 2024
A growing number of studies are focusing on the effect of teachers' knowledge on their behavioral intention to use technology in teaching. This study aims to explore the influence of teachers' technological pedagogical content knowledge (TPACK) on their behavioral intention to use technology by including their technology self-efficacy and attitude…
Descriptors: Technology Integration, Educational Technology, Pedagogical Content Knowledge, Technological Literacy
Taibe Kulaksiz; Feride Karaca – Research in Science & Technological Education, 2024
Background: One of the important elements of teachers' technology integration is Technological Pedagogical Content Knowledge (TPACK). Though there are studies on TPACK, limited information exists about its context element. This gap causes context-isolated studies for TPACK-related research. Purpose: The aim of this research is to elaborate on…
Descriptors: Pedagogical Content Knowledge, Technological Literacy, Context Effect, Science Teachers
Jinhai Liu; Qin Dai; Jihe Chen – Education and Information Technologies, 2025
Technology integration into education is a significant development that has facilitated using digital resources in teaching mathematical culture (TMC). Despite the potential benefits, there are currently limited reports on factors influencing teachers' use of these resources for instructional purposes. Therefore, this study aims to determine the…
Descriptors: Educational Technology, Technology Uses in Education, Pedagogical Content Knowledge, Technological Literacy
Eyad Ahmad Almithqal; Tomasz John – Pedagogical Research, 2025
This study investigates the technological knowledge (TK) of university lecturers in Jordan concerning the integration of information and communications technology (ICT) tools in teaching English pronunciation. Employing a mixed-methods approach, data were collected through questionnaires and semi-structured interviews to evaluate lecturers'…
Descriptors: Foreign Countries, Pedagogical Content Knowledge, Technological Literacy, Educational Technology
Andhin Dyas Fitriani; Darhim; Dadang Juandi – Elementary School Forum (Mimbar Sekolah Dasar), 2024
Technology is an effective learning tool. However, the existence of technology is an anxiety for teachers because it is difficult to follow. Therefore, this research intends to analyze teacher beliefs and teacher awareness of the role of technology, as well as the relationship between beliefs and teachers' pedagogical abilities regarding the use…
Descriptors: Preservice Teachers, Student Attitudes, Educational Technology, Technology Uses in Education
Ana Mgeladze; Marika Kapanadze; Lela Chakhaia – Science Education International, 2024
The Technological, Pedagogical Content Knowledge (TPACK) model serves as a comprehensive conceptual framework that delineates the essential knowledge domains teachers must possess to effectively integrate technology within educational settings. By synthesizing technological knowledge, pedagogical knowledge, and content knowledge, TPACK empowers…
Descriptors: Pedagogical Content Knowledge, Technological Literacy, Science Teachers, Physics
Xiong, Xi Bei; Ching Sing, Chai; Tsai, Chin-Chung; Liang, Jyh-Chong – Educational Studies, 2022
This study aimed to investigate the differences between pre-service teachers' (PSTs) perceived TPACK given the different clusters of their epistemic beliefs collected via a questionnaire. The responses gathered from 807 Chinese PSTs were utilised to elicit such a relationship. All of the participants responded to the Pre-service Teachers'…
Descriptors: Foreign Countries, Preservice Teachers, Epistemology, Beliefs
Michael D. Carey; David A. Martin; Natalie McMaster – International Journal of Research & Method in Education, 2025
Internationally, university teacher educators are responding to the requirement that preservice teachers (PSTs) need to be confident, operational users of a broad range of technologies, and that they can apply their technological pedagogical and content knowledge (TPACK). TPACK is a framework representing the complex interactions of teachers'…
Descriptors: Test Construction, Test Validity, Self Evaluation (Individuals), Preservice Teachers
Anthony Bwalya; Marcellin Rutegwa; Dorothy Tukahabwa; Thumah Mapulanga – Journal of Baltic Science Education, 2023
The effective use of technology in teaching can aid in enhancing the teaching and learning of a subject matter. This study aimed to enhance the technological pedagogical content knowledge (TPACK) of five pre-service biology teachers (PSBTs) by implementing a TPACK-Instructional Design (TPACK-ID) model-based technology integration course at a…
Descriptors: Preservice Teachers, Biology, Science Teachers, Pedagogical Content Knowledge
Bilge Aslan Altan; Alper Yorulmaz; Halit Karalar – Education and Information Technologies, 2024
Distance-based technologies have been one of the foci of technology-related studies since the pandemic first appeared, but there is still a need for further research to gain a greater understanding of how teachers are using these technologies in the post-pandemic era. Thus, the aim of this study is to determine whether the level of digital…
Descriptors: Distance Education, Educational Technology, Technological Literacy, Pedagogical Content Knowledge
Abel Nyimba Najah; Emmanuel Awundin Azumah – International Journal of Research in Education and Science, 2025
The study explored the influence of technology on science teachers' PCK and the benefits of that knowledge component on classroom practices. The study relied on science teachers teaching the various science subjects such as Biology, Chemistry, Integrated Science and Physics in Tamale Metropolis, Ghana. Sequential explanatory research design was…
Descriptors: Foreign Countries, Technology Uses in Education, Educational Technology, Science Teachers
Mao Li; Colleen Vale; Hazel Tan; Jo Blannin – Education and Information Technologies, 2025
This study examines the multifaceted aspects of using digital technology in Chinese primary mathematics education through qualitative analysis. Participants included eight primary mathematics teachers and five vice-principals from four primary schools in Chongqing. Through in-depth interviews with these teachers and leaders, the research uncovers…
Descriptors: Foreign Countries, Elementary School Mathematics, Educational Technology, Technology Uses in Education
Elif Ozturk; Zeynep Turgut – Turkish Online Journal of Distance Education, 2023
Online teaching caught in-service teachers off-guard with emergency distance education and sparked interest to teacher education programs. Purpose of this study is to explore self-efficacy beliefs of prospective teachers in teaching online (SETO) and to determine the relationship between pre-service teachers' importance of online teaching…
Descriptors: Preservice Teachers, Student Attitudes, Online Courses, Teacher Competencies