Blended Learning Approach to Develop the Teachers’ TPACK
Yıl 2016,
Cilt: 7 Sayı: 3, 264 - 276, 01.09.2016
Arwa Ahmad Abdo Qasem
Gandla Viswanathappa
Öz
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.
Kaynakça
- Abidoye J. A. (2015). The effect of blended learning instructional approach on secondary school students academic achievement in geography in Akure, Ondo State, Nigeria, Research Journal of Educational Studies and Review, 1(5), 106-110.
- Alazzam, B. (2012). Effects of demographic characteristics, educational background, and supporting factors on ICT readiness of technical and vocational teachers in Malaysia, International Education Studies, 5(6), 229-243.
- Allan, W. C., Erickson, J. L., Brookhouse, P., & Johnson, J. L. (2010). Teacher professional development through a collaborative curriculum project- an example of TPACK in Maine. TechTrends, 54(6), 36-43.
- Barab, S. A., Kling, R., & Gray, J. (2004). (Eds.). Designing for virtual communities in the service of learning. Cambridge: Cambridge University Press.
- Baran, E., Chuang, H., & Thompson, A. (2011). TPACK: An Emerging Research and Development Tool for Teacher Educators, Turkish Online Journal of Educational Technology, 10(4), 370-377.
- Bonk & C. J. & Graham, C. R (Eds.). (2003). The handbook of blended learning: Global perspectives, local designs (pp. 338-349). San Francisco: Pfeiffer.
- Chai, C.-S., Koh, J. H. L., & Tsai, C.-C. (2013). A Review of Technological Pedagogical Content Knowledge. Educational Technology & Society, 16(2), 31-51.
- Charalambos, V., Michalinos, Z., & Chamberlain, R. (2004). The design of online learning communities: Critical issues. Educational Media International, 41(2), 135-143.
- Duhaney, D. C. (2004). Blended learning in education, training, and development. Performance Improvement, 43(8), 35-38.
- Graham, C. R., Burgoyne, N., Cantrell, P., Smith, L., Clair St., L., & Harris, R. (2009). TPACK development in science teaching: Measuring the TPACK confidence of in-service science teachers. TechTrends, 53(5), 70-79.
- Ho, V., Nakamoria, Y., Ho, T., & Ho, S. (2013). Study on A Model for Teacher Professional Development In Vietnam Based On Knowledge Management. Proceedings of the 57th annual meeting of the ISSS. HaiPhong, Vietnam
- Jimoyiannis, A. (2010). Designing and implementing an integrated technological pedagogical science knowledge framework for science teachers’ professional development. Computers & Education, 55(3), 1259-1269.
- Kaur, M. (2013). Blended learning - Its challenges and future. Procedia - Social and Behavioral Sciences, 93, 612-617. (3rd World Conference on Learning, Teaching and Educational Leadership). doi:10.1016/j.sbspro.2013.09.248
- Kazua, I. & Demirkol, M. (2014). Effect of blended learning environment model on high school students’ academic achievement. The Turkish Online Journal of Educational Technology 13(1).
- Keengwe, J. & Kang, J. (2013). Blended learning in teacher preparation programs: A literature review. International Journal of Information and Communication Technology Education, 18, 479-493
- Khan, S. (2011). New pedagogies on teaching science with computer simulations. Journal of Science Education & Technology, 20(3), 215-232. doi:10.1007/s10956-010-9247-2.
- Koch, M. & Fusco, J. (in press). Designing for growth: Enabling communities of practice to develop and extend their work online. In C. Kimble, P. Hildreth, & I. Bourdon (Eds.), Communities of Practice: Creating Learning Environments for Educators. Charlotte, NC: Information Age.
- Koehler, M. J. & Mishra, P. (2005). What happens when teachers design educational technology? The development of technological pedagogical content knowledge. Journal of Educational Computing Research, 32(2), 131-152.
- Kramarski, B. & Michalsky, T. (2010). Preparing preservice teachers for self-regulated learning in the context of technological pedagogical content knowledge. Learning and Instruction, 20(5), 434-447.
- Lee J. (2010). Design of blended training for transfer into the workplace. British Journal of Educational Technology, 41(2), 181-198.
- Little, J. W. (2003). Inside teacher community: Representations of classroom practice. Teachers College Record, 105(6), 913-945.
- Louis, K. S. & Marks, H. (1998). Does professional community affect the classroom? Teachers’ work and student experiences in restructuring schools. American Journal of Education, 106, 32-575.
- McLaughlin, M. & Talbert, J. (2001). Professional communities and the work of high school teaching. Chicago: University of Chicago Press.
- Mishra, P. & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054.
- Owston, R., Wideman, H., & Murphy, J. (2008). Blended learning for professional development in diverse urban settings: Findings from three project evaluations. Paper presented at the Annual Meeting of the American Educational Research Association. New York City.
- Papanikolaou, K., Gouli, E., & Makri, K. (2014). Designing pre-service teacher training based on a combination of TPACK and Communities of Inquiry. Proceedings of the 5th World Conference on Educational Sciences (WCES-2013). Procedia - Social and Behavioral Sciences, 116, 3437-3442.
- Sezer, B. (2015). Examining technopedagogical knowledge competencies of teachers in terms of some variables. Procedia - Social and Behavioral Sciences, 174, 208-215
- Shafer, K. G. (2008). Learning to teach with technology through an apprenticeship model. Contemporary Issues in Technology & Teacher Education, 8(1), 27-44.
- So, H. & Kim, B. (2009). Learning about problem based learning: Student teachers integrating technology, pedagogy and content knowledge. Australasian Journal of Educational Technology, 25(1), 101-116.
- Tozkoparan, S., Kilic, M., & Usta, E. (2015).The effect of instructional technology and material design course to teacher candidates’ gaining of technological pedagogical content knowledge competencies. Participatory Educational Research, 2(1), 44-56.
- UNESCO. (2002). Information and communication technology in education- A curriculum for schools and programme of teacher development. Paris: UNESCO.
- Vaughan, N. (2007). Perspectives on blended learning in higher education. International Journal on E-Learning, 6(1), 81-94.
- Correspondence: Arwa Ahmed Abdo Qasem, Ph.D., Research Scholar, University of Mysore,
- Mysuru, Karnataka, India
Yıl 2016,
Cilt: 7 Sayı: 3, 264 - 276, 01.09.2016
Arwa Ahmad Abdo Qasem
Gandla Viswanathappa
Kaynakça
- Abidoye J. A. (2015). The effect of blended learning instructional approach on secondary school students academic achievement in geography in Akure, Ondo State, Nigeria, Research Journal of Educational Studies and Review, 1(5), 106-110.
- Alazzam, B. (2012). Effects of demographic characteristics, educational background, and supporting factors on ICT readiness of technical and vocational teachers in Malaysia, International Education Studies, 5(6), 229-243.
- Allan, W. C., Erickson, J. L., Brookhouse, P., & Johnson, J. L. (2010). Teacher professional development through a collaborative curriculum project- an example of TPACK in Maine. TechTrends, 54(6), 36-43.
- Barab, S. A., Kling, R., & Gray, J. (2004). (Eds.). Designing for virtual communities in the service of learning. Cambridge: Cambridge University Press.
- Baran, E., Chuang, H., & Thompson, A. (2011). TPACK: An Emerging Research and Development Tool for Teacher Educators, Turkish Online Journal of Educational Technology, 10(4), 370-377.
- Bonk & C. J. & Graham, C. R (Eds.). (2003). The handbook of blended learning: Global perspectives, local designs (pp. 338-349). San Francisco: Pfeiffer.
- Chai, C.-S., Koh, J. H. L., & Tsai, C.-C. (2013). A Review of Technological Pedagogical Content Knowledge. Educational Technology & Society, 16(2), 31-51.
- Charalambos, V., Michalinos, Z., & Chamberlain, R. (2004). The design of online learning communities: Critical issues. Educational Media International, 41(2), 135-143.
- Duhaney, D. C. (2004). Blended learning in education, training, and development. Performance Improvement, 43(8), 35-38.
- Graham, C. R., Burgoyne, N., Cantrell, P., Smith, L., Clair St., L., & Harris, R. (2009). TPACK development in science teaching: Measuring the TPACK confidence of in-service science teachers. TechTrends, 53(5), 70-79.
- Ho, V., Nakamoria, Y., Ho, T., & Ho, S. (2013). Study on A Model for Teacher Professional Development In Vietnam Based On Knowledge Management. Proceedings of the 57th annual meeting of the ISSS. HaiPhong, Vietnam
- Jimoyiannis, A. (2010). Designing and implementing an integrated technological pedagogical science knowledge framework for science teachers’ professional development. Computers & Education, 55(3), 1259-1269.
- Kaur, M. (2013). Blended learning - Its challenges and future. Procedia - Social and Behavioral Sciences, 93, 612-617. (3rd World Conference on Learning, Teaching and Educational Leadership). doi:10.1016/j.sbspro.2013.09.248
- Kazua, I. & Demirkol, M. (2014). Effect of blended learning environment model on high school students’ academic achievement. The Turkish Online Journal of Educational Technology 13(1).
- Keengwe, J. & Kang, J. (2013). Blended learning in teacher preparation programs: A literature review. International Journal of Information and Communication Technology Education, 18, 479-493
- Khan, S. (2011). New pedagogies on teaching science with computer simulations. Journal of Science Education & Technology, 20(3), 215-232. doi:10.1007/s10956-010-9247-2.
- Koch, M. & Fusco, J. (in press). Designing for growth: Enabling communities of practice to develop and extend their work online. In C. Kimble, P. Hildreth, & I. Bourdon (Eds.), Communities of Practice: Creating Learning Environments for Educators. Charlotte, NC: Information Age.
- Koehler, M. J. & Mishra, P. (2005). What happens when teachers design educational technology? The development of technological pedagogical content knowledge. Journal of Educational Computing Research, 32(2), 131-152.
- Kramarski, B. & Michalsky, T. (2010). Preparing preservice teachers for self-regulated learning in the context of technological pedagogical content knowledge. Learning and Instruction, 20(5), 434-447.
- Lee J. (2010). Design of blended training for transfer into the workplace. British Journal of Educational Technology, 41(2), 181-198.
- Little, J. W. (2003). Inside teacher community: Representations of classroom practice. Teachers College Record, 105(6), 913-945.
- Louis, K. S. & Marks, H. (1998). Does professional community affect the classroom? Teachers’ work and student experiences in restructuring schools. American Journal of Education, 106, 32-575.
- McLaughlin, M. & Talbert, J. (2001). Professional communities and the work of high school teaching. Chicago: University of Chicago Press.
- Mishra, P. & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054.
- Owston, R., Wideman, H., & Murphy, J. (2008). Blended learning for professional development in diverse urban settings: Findings from three project evaluations. Paper presented at the Annual Meeting of the American Educational Research Association. New York City.
- Papanikolaou, K., Gouli, E., & Makri, K. (2014). Designing pre-service teacher training based on a combination of TPACK and Communities of Inquiry. Proceedings of the 5th World Conference on Educational Sciences (WCES-2013). Procedia - Social and Behavioral Sciences, 116, 3437-3442.
- Sezer, B. (2015). Examining technopedagogical knowledge competencies of teachers in terms of some variables. Procedia - Social and Behavioral Sciences, 174, 208-215
- Shafer, K. G. (2008). Learning to teach with technology through an apprenticeship model. Contemporary Issues in Technology & Teacher Education, 8(1), 27-44.
- So, H. & Kim, B. (2009). Learning about problem based learning: Student teachers integrating technology, pedagogy and content knowledge. Australasian Journal of Educational Technology, 25(1), 101-116.
- Tozkoparan, S., Kilic, M., & Usta, E. (2015).The effect of instructional technology and material design course to teacher candidates’ gaining of technological pedagogical content knowledge competencies. Participatory Educational Research, 2(1), 44-56.
- UNESCO. (2002). Information and communication technology in education- A curriculum for schools and programme of teacher development. Paris: UNESCO.
- Vaughan, N. (2007). Perspectives on blended learning in higher education. International Journal on E-Learning, 6(1), 81-94.
- Correspondence: Arwa Ahmed Abdo Qasem, Ph.D., Research Scholar, University of Mysore,
- Mysuru, Karnataka, India