A sequential explanatory investigation of TPACK: indonesian science teachers’ survey and perspective
This sequential explanatory design aims at exploring science teachers’ perceptions of technology integration regarding technological pedagogical content knowledge (TPACK) which focused on quantitative findings (survey) supported by qualitative findings (interview). The study involved 356 respondents...
| Autores: | , , , , , , , |
|---|---|
| Tipo de recurso: | artículo |
| Fecha de publicación: | 2019 |
| País: | España |
| Institución: | Universitat Politècnica de Catalunya (UPC) |
| Repositorio: | UPCommons. Portal del coneixement obert de la UPC |
| Idioma: | inglés |
| OAI Identifier: | oai:upcommons.upc.edu:2117/172105 |
| Acceso en línea: | https://hdl.handle.net/2117/172105 https://dx.doi.org/10.3926/jotse.662 |
| Access Level: | acceso abierto |
| Palabra clave: | Educational innovations Education -- Effect of technological innovations on Education -- Research TPACK Science teachers Survey Interview Ensenyament -- Innovacions Educació -- Efecte de les innovacions tecnològiques Educació -- Investigació Àrees temàtiques de la UPC::Ensenyament i aprenentatge::Didàctica::Organització de la docència Àrees temàtiques de la UPC::Ensenyament i aprenentatge::Innovació i Investigació educativa |
| Sumario: | This sequential explanatory design aims at exploring science teachers’ perceptions of technology integration regarding technological pedagogical content knowledge (TPACK) which focused on quantitative findings (survey) supported by qualitative findings (interview). The study involved 356 respondents for the survey and eight participants for the interview. Descriptive statistics, t-test and ANOVA were used in the quantitative data analysis while for the qualitative data analysis, a thematic process was conducted. Findings show that the science teachers’ perception of their technological-based knowledge is lower than non-technological knowledge namely pedagogical and content knowledge. Further, qualitative findings informed in-depth information about technology integration referred to TPACK namely problems in technology integration, advantages of technology integration, students centered learning, knowledge of new technology and its classroom integration, and peer collaboration. Policy recommendation was established for the betterment of ICT integration in instruction, especially for developing countries |
|---|