The Effects of the TPACK-P Educational Program on Teachers’ TPACK: Programming as a Technological Tool

  • Authors

    • Seong Won Kim
    • Youngjun Lee
    2018-09-01
    https://doi.org/10.14419/ijet.v7i3.34.19405
  • A training method is needed for applying programming in TPACK education. In addition, complementary research on the TPACK-P education programis required.

  • Background/Objectives: This study examined the effects of introducing programming as a technological tool for teachers’ Technological Pedagogical Content Knowledge (TPACK) development.

    Methods/Statistical Analysis: Thirty-two teachers were divided into two groups, completing different types of TPACK educational programs. The control group’s TPACK training program was based on information and communication technology (ICT), while that of the experimental group was based on programming. To verify the effectiveness of the TPACK training program, tests were administered before and after the educational program. A statistical analysis of questionnaire results also investigated changes resulting from TPACK.

    Findings: Both the control and experimental groups showed statistically significant improvements in the post-test compared with the pre-test. However, in the detailed areas of TPACK by group, the improvements in the two groups differed. Unlike the control group, the experimental group showed a statistically significant improvement in the knowledge related to technology. This result illustrated that programming is effective in solving the problem of integrating technology into the classroom. In contrast, there was no significant difference in the post-test, as this was applied in the short term. However, programming has been shown to affect Technological Pedagogical Knowledge (TPK), Technological Content Knowledge (TCK), and TPACK. In summary, the results showed that a TPACK educational program based on programming is effective for teachers’ TPACK development.

     

    Keywords: TPACK, In-service teacher, Programming, TPACK-P, Educational program

  • References

    1. [1] Schwab, K. (2017). The fourth industrial revolution. Crown Business.

      [2] Becker, S. A., Cummins, M., Davis, A., Freeman, A., Hall, C. G., & Ananthanarayanan, V. (2017). NMC horizon report: 2017 higher education edition (pp. 1-60). The New Media Consortium.

      [3] Martin, S., Diaz, G., Sancristobal, E., Gil, R., Castro, M., & Peire, J. (2011). New technology trends in education: Seven years of forecasts and convergence. Computers & Education, 57(3), 1893-1906.

      [4] Sanders, M. (2001). New paradigm or old wine? The status of technology education practice in the United States.

      [5] Koehler, M., & Mishra, P. (2009). What is technological pedagogical content knowledge (TPACK)?. Contemporary issues in technology and teacher education, 9(1), 60-70.

      [6] Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A 6 framework for teacher knowledge. Teachers college record, 108(6), 1017.

      [7] Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational researcher, 15(2), 4-14.

      [8] Koehler, M. J., Shin, T. S., & Mishra, P. (2012). How do we measure TPACK? Let me count the ways. In Educational technology, teacher knowledge, and classroom impact: A research handbook on frameworks and approaches (pp. 16-31). IGI Global.

      [9] Wu, Y. T. (2013). Research trends in technological pedagogical content knowledge (TPACK) research: A review of empirical studies published in selected journals from 2002 to 2011. British Journal of Educational Technology, 44(3).

      [10] Graham, C. R. (2011). Theoretical considerations for understanding technological pedagogical content knowledge (TPACK). Computers & Education, 57(3), 1953-1960.

      [11] KIM, S. W., & LEE, Y. (2017). Development of TPACK-P Education Program for Improving Technological Pedagogical Content Knowledge of Pre-service Teachers. Journal of The Korea Society of Computer and Information, 22(7), 1

      [12] Park, K. C., & Kang, S. J. (2014). The Development of Cognitive Path Model on Technological Pedagogical Content Knowledge(TPACK) among Elementary・Secondary Teachers. Korean Journal of Teacher Education, 30(4), 349-375.

      [13] Chai, C. S., Ng, E. M., Li, W., Hong, H. Y., & Koh, J. H. (2013). Validating and modelling technological pedagogical content knowledge framework among Asian preservice teachers. Australasian Journal of Educational Technology, 29(1).

      [14] Na, J., & Song, J. (2014). An Analysis of Trends in Science Education Research on Instructional Technology and its Implications for Science Teachers` Technological Pedagogical Content Knowledge (TPCK). Teacher Education Research, 53(3), 511-524.

      [15] Sung, K, & Cho, Y. (2012). A Case Study on Social Studies Teacher's Development Process of TPACK. Social studies education, 51(2), 41-60.

      [16] Kim, D. (2017). TPACK as a Research Tool for Technology Integration into Classroom: A Review of Research Trends in Korea. The Journal of Elementary Education, 30(4), 1-22.

      [17] Ryu, K., & Lee, Y. (2017). Effects of Online Teacher Learning Community Activities linked with Internship Course for the Improvement of Elementary Pre-service Teacher’s TPACK. The Journal of Korean Teacher Education, 34(2), 417-437.

      [18] Lee, J., Kim, J. B., & Kim, J. B. (2018). Effects of the Experience in Developing Physics Teaching Materials Based on Computational Thinking for Improvement of Science Teachers’ and Pre-service Teachers’ Technological Pedagogical and Content Knowledge (TPACK).New Physics: Sae Mulli, 68(2), 1-15

      [19] Choi, E.S., Lee, Y., & Paik, S.H. (2017). The Effects of Programming-Based Lessons on Science Teachers` Perceptions Related to TPACK. Journal of the Korean Association for Science Education, 37(4), 693-703.

      [20] Noh, H, & Paik, S.H. (2015). Students` Perception of Scratch Program using High School Science Class. Journal of the Korean Association for Science Education, 35(1), 53-64.

      [21] Mun, K, Mun, J, Kim, S, & Kim, S.W. (2016). Application of Programming Curriculum for Pre-service Science Teacher and Examination of their Perceptions about Programming. The Journal of Learner-Centered Curriculum and Instruction, 16, 825-842.

      [22] KIM, S. W., & LEE, Y. (2017). Development of Educational Model for Technological Pedagogical Content Knowledge based on Programming. Proceeding of The Korea Society of Computer and Information, 25(1), 261-262.

      [23] Choi, J. W., Lee, E.K., & Lee, Y. (2015). Extension of Technology in TPACK: Tools, Application Software, and Programming. Proceeding of The Korea Society of Computer and Information, 23(2), 137-138.

      [24] Baran, E., & Uygun, E. (2016). Putting technological, pedagogical, and content knowledge (TPACK) in action: An integrated TPACK-design-based learning (DBL) approach. Australasian Journal of Educational Technology, 32(2).

      [25] Helms, J. E. (1992). Why is there no study of cultural equivalence in standardized cognitive ability testing?. American Psychologist, 47(9), 1083.

      [26] Bong, M., & Song, G.G. (2004). Korean Middle School Teachers' and Students' Perceptions and Attitudes Toward ICT Use in Mathematics Classroom. Journal of Research in Curriculum Instruction, 8, 147-165.

      [27] Kim, S. (2012). Improving Mathematics Pre-service Teachers' Assessment Competence through Practice and Reflection. The journal of educational research in mathematics, 22(2), 277-292.

      [28] Goos, M. (2010). A sociocultural framework for understanding technology integration in secondary school mathematics. PNA, 5(1), 1-10.

      [29] Chang, K. (2017). Pre-Service Secondary Mathematics Teacher Education Program for Technology Integrated Curriculum: The Present and Tasks. The journal of educational research in mathematics, 27(1), 137-156.

      [30] Kim, Y., & Nam, S. (2017). Changes of technology in Elementary social studies lesson: focusing on role and practical use. The Journal of Learner-Centered Curriculum and Instruction, 17, 711-731.

      [31] Chai, C. S., Koh, J. H. L., Ho, J. H. N., & Tsai, C. C. (2012). Examining preservice teachers’ perceived knowledge of TPACK and cyberwellness through structural equation modeling. Australasian Journal of Educational Technology.

      [32] Archambault, L. M., & Barnett, J. H. (2010). Revisiting technological pedagogical content knowledge: Exploring the TPACK framework. Computers & Education, 55(4), 1656-1662.

      [33] Abbitt, J. T. (2011). Measuring technological pedagogical content knowledge in preservice teacher education: A review of current methods and instruments. Journal of Research on Technology in Education, 43(4), 281-300.

      [34] Akman, Ö., & Güven, C. (2015). TPACK Survey Development Study for Social Sciences Teachers and Teacher Candidates. International Journal of Research in Education and Science, 1(1), 1-10.

      [35] Paik, J. (2017). Validation of Technology, Pedagogoy, and Content Knowledge (TPACK) Model with Data Collected from Inclusive School. Proceeding of The Korean Society of Special Education, 13-22.

      [36] Shin, W. S., Han, I.S., & Eom, M.R. (2012). Influence of Technology Integration Course on Preservice Teachers' Technological Pedagogical and Content Knowledge (TPACK). JOURNAL of the Korean Association of information Education, 16(1), 71-80.

      [37] Doering, A., Veletsianos, G., Scharber, C., & Miller, C. (2009). Using the technological, pedagogical, and content knowledge framework to design online learning environments and professional development. Journal of Educational Computing Research, 41(3), 319-346.

      [38] Renumol, V., Jayaprakash, S., & Janakiram, D. (2009). Classification of cognitive difficulties of students to learn computer programming. Indian Institute of Technology, India.

      [39] Carter, J., Dewan, P., & Pichiliani, M. (2015, February). Towards incremental separation of surmountable and insurmountable programming difficulties. In Proceedings of the 46th ACM Technical Symposium on Computer Science Education (pp. 241-246). ACM.

      [40] Milne, I., & Rowe, G. (2002). Difficulties in learning and teaching programming—views of students and tutors. Education and Information technologies, 7(1), 55-66.

      [41] KIM, S. W., & LEE, Y. (2017). The Effects of Programming Education using App inventor on Problem-solving Ability and Self-efficacy, Perception. Journal of The Korea Society of Computer and Information, 22(1), 123-134.

      [42] KIM, S. W., & LEE, Y. (2017). DEVELOPMENT AND APPLICATION OF ARDUINO-BASED EDUCATION PROGRAM FOR HIGH SCHOOL STUDENTS'. Journal of Theoretical & Applied Information Technology, 95(18).

      [43] KIM, S. W., & LEE, Y. (2017). A STUDY OF EDUCATIONAL METHOD USING APP INVENTOR FOR ELEMENTARY COMPUTING EDUCATION. Journal of Theoretical & Applied Information Technology, 95(18).

  • Downloads

  • How to Cite

    Won Kim, S., & Lee, Y. (2018). The Effects of the TPACK-P Educational Program on Teachers’ TPACK: Programming as a Technological Tool. International Journal of Engineering & Technology, 7(3.34), 636-643. https://doi.org/10.14419/ijet.v7i3.34.19405