Despite the widespread availability of network and technology infrastructure at higher education institutions, the pedagogical innovation envisioned from technology-enhanced learning is still not prevalent. Faculty need to develop expertise for designing and implementing technology-enhanced learning strategies that is termed as technological…

Research studies have found that mathematics teachers face challenges when designing technology-integrated lessons to support mathematical inquiry with authentic problems. This suggests that teachers need to develop technological pedagogical knowledge (TPACK) or their professional knowledge for technology integration. Drawing upon the concept of…

Many empirical studies show that teachers have difficulty designing technology-integrated lessons for student-centered learning. Supporting teachers to change their pedagogical practice is a challenge faced in teacher professional development for technological pedagogical content knowledge (TPACK). This study describes how teachers' conceptions of…

This conceptual paper argues that to develop students' twenty first century competencies, teachers need to consider how technological pedagogical content knowledge (TPACK) can be applied through design thinking processes. It proposes a conceptual framework articulating various TPACK considerations and how these various forms of TPACK can be used…

This article explicates the conception and evaluation of an information and communications technologies (ICT) professional development process for developing teachers' technological pedagogical content knowledge for 21st century learning. The process emphasizes teachers' prolonged engagement with peers and researchers in design teams. Supported by…

The notion of technological pedagogical content knowledge (TPACK) has recently emerged as a key theoretical framework that could help explain the complexity involved when teachers integrate ICT into classroom teaching. While the framework has been employed in hundreds of published studies, surveys of teachers' TPACK for specific subject matter,…

This paper reviews 74 journal papers that investigate ICT integration from the framework of technological pedagogical content knowledge (TPACK). The TPACK framework is an extension of the pedagogical content knowledge (Shulman, 1986). TPACK is the type of integrative and transformative knowledge teachers need for effective use of ICT in…

Many teachers are reporting that they need to develop more subject-specific applications of educational technology. However, there seems to have been a lack of theoretical frameworks to guide educators in preparing and developing in-service preschool teacher education in the area of educational technology until the recent emergence of the…

This paper describes an on-going design-based research project that aims to develop an instructional process to facilitate pre-service teachers' technological pedagogical content knowledge (TPACK) development as they learn to integrate information and communication technology (ICT) in their teaching content subjects. In conjunction with an…

Teachers' technological pedagogical content knowledge (TPACK) for meaningful learning with ICT describes their knowledge for designing ICT lesson activities with respect to five dimensions: active, constructive, authentic, intentional, and cooperative. The ICT lesson activities designed by teachers can be assessed to determine the strengths and…

Teacher education institutions conduct information and communications technology (ICT) courses to prepare preservice teachers (or initial teacher education candidates) to support their teaching practice with appropriate ICT tools. ICT course evaluations based on preservice teachers' perception of course experiences are limited in indicating the…

This study examined outcomes from an information and communication technology (ICT) course designed on the basis of the meaningful learning framework and general cyberwellness issues. It also examined the relationships among Singaporean preservice teachers' perceptions of the constructs pertaining to technological pedagogical content knowledge…

This study examines the computer self-efficacy among pre-service teachers (N = 708) at a teacher training institute in Singapore. Data were collected through self-reported ratings on a 7-point Likert-type scale. Exploratory factor analysis (EFA) was performed on an initial sample (N = 354) and the result revealed that pre-service teachers'…

The study presented in this paper involved 124 Singaporean pre-service teachers who were attending a core information and communications technology (ICT) module, which is a component of their teacher education program. During this module, the pre-service teachers were introduced to the interactive whiteboard (IWB) through an instructional approach…