TPACK (Education)

W artykule zostały przedstawione wyniki dwóch studiów empirycznych, których celem było zbadanie stosunku przyszłych nauczycieli do nowych edukacyjnych rozwiązań TIK. Studia ta ukazują, że podejście nauczycieli do TIK kształtowane jest nie – jak zakładało wiele wcześniejszych badań – w placówce w której podejmują oni pracę, ale w jednostkach w których są kształceni pedagogicznie. Ponadto pokazują, że stosunek przyszłych nauczycieli do TIK wynika także z ich edukacyjnych/szkolnych doświadczeń – z potrzeby reprodukowania znanych im (nisko stechnicyzowanych) modeli edukacji. Koniecznym wydaje się więc wprowadzenie do systemu kształcenia nauczycieli nowego modelu wiedzy i kompetencji, uwzględniającego zapotrzebowanie na wiedzę i kompetencje technologiczne. Takim modelem może stać się tytułowy TPACK (Technological, Pedagogical and Content Knowledge model) – jego podstawowe założenia zostały przedstawione w ostatniej części tekstu, jako swego rodzaju rekomendacja wynikająca z przytoczonych badań.

The purpose of this study is to determine science teachers' technological-pedagogical content knowledge (TPACK) selfconfidence levels. The survey was implemented to 218 teachers working in the province of Kocaeli in 2015-2016 academic year. We utilized two data collection tools: TPACK Self-confidence Scale, which was developed by Graham et al (2009) and adapted to Turkish by Timur and Tasar (2011a); "Personal Information Form" which was developed by us. According to the obtained data, the level of TPACK selfconfidence was observed "quite high". In addition, there was no significant difference in self-confidence levels compared to the gender variable, educational status, type of school and having a tablet variable, but a significant difference was found compared to teacher experiences, the condition of training related to educational technologies , type of the faculty graduated and duration of using weekly educational technologies.

This paper contextualises the Teaching Teachers of the Future (TTF) Project and acts as a preamble for the TTF stream of papers at ACEC2012. It discusses the aims and objectives of the project, its genesis in a changing educational and political landscape, the use of TPACK as a theoretical scaffold, and briefly report on the operations of the various components and partners. Further, it will discuss the research opportunities afforded by the project including a national survey of all pre-service teachers in Australia gauging their TPACK confidence and the use of the Most Significant Change (MSC) methodology. Finally the paper will discuss the outcomes of the project and its future.

Leraren die succesvol onderwijs met ict verzorgen slagen erin hun technologische, vakinhoudelijke en didactische kennis en vaardigheden te integreren. De kennis die dit vraagt noemen we TPACK. TPACK beoogt meer te zijn dan de som der delen: door integratie versterken de drie kennisdomeinen elkaar.

The COVID-19 pandemic significantly shifted education from traditional to an online version, which was an emergent state for teachers and students. The substantive situation thus raises the importance of technology integration in education, and teachers are required to update their competencies, respectively. In this regard, the study assessed online teaching competencies of faculty members following, technological pedagogical content knowledge (TPACK) model. Closed-ended surveys were employed for quantitative analysis of randomly selected 256 faculty members from public universities in Karachi, Pakistan. Results indicated that teachers possessed adequate levels of knowledge across all the domains of TPACK. The highest competency was obtained by content knowledge (CK), while technological knowledge (TK) was reported at the lowest level. Furthermore, a significant difference was noted in terms of gender and teaching experience. Correspondingly, the study proposes that the TPACK model...

How does teachers' technological pedagogical content knowledge ("TPACK") inform their instructional planning? How can this knowledge be enhanced? In an interpretivist study of experienced secondary social studies teachers' planning, we sought to discover clues to the nature and development of these teachers' TPACK-in-action as it was expressed in their planning processes.

Joke Voogt, Petra Fisser en Jo Tondeur, van de universiteit Twente en de universiteit Gent, hebben voor Kennisnet TPACK beschreven en op een rijtje gezet wat het TPACK-model tot nu toe heeft opgeleverd.

Het model blijkt nog pril en abstract. De studie laat goed zien hoe complex het is om precies aan te geven wat een leraar aan kennis gebruikt om een goede les te geven. De uitdaging is om ict-gebruik op die complexe set aan vaardigheden en kennis aan te laten sluiten en er deel van te laten zijn.

Esta pesquisa teve como objetivo principal descobrir possibilidades de o professor empregar as tecnologias digitais ao ensino coletivo de violão para crianças. Buscou-se compreender como o professor se apropria dessas tecnologias e as relaciona com seus objetivos pedagógicos para o ensino de música. A pesquisa foi realizada na Escola de Música da Universidade federal da Bahia, nas aulas do curso de Iniciação Musical com Introdução ao Violão. A pesquisa tem caráter qualitativo e a metodologia escolhida denominada de Estudo de Caso (BOGDAN; BIKLEN, 1994) tendo como foco central as aulas do IMIV. Para a análise dos dados obtidos, foi usada como alicerce a estrutura TPACK (MISHRA; KOEHLER, 2006) que apresenta a constante interação entre os Conhecimentos Tecnológicos, Pedagógicos e de Conteúdo para o ensino/aprendizagem com tecnologias. Os dados ainda foram discutidos com as ideias trazidas por Bauer (2014) que faz a conexão do TPACK com o ensino de música. Os resultados apresentaram diferentes abordagens pedagógicas com tecnologias com muitas situações em que os conhecimentos tecnológicos, pedagógicos e de conteúdo interagem plenamente no ensino de música/violão para as crianças. Também foi revelada a forte influência do contexto para o uso das tecnologias no ensino de música, tornando praticamente nula a ideia uma única solução para a aplicação destes recursos em aula. Finalmente, observamos também que toda tecnologia traz possibilidades, desvantagens e novos problemas, cabendo ao professor entender a adaptação de cada recurso escolhido ao contexto usado para a obtenção de bons resultados.

This research uses the TPACK framework as a lens for understanding how teacher candidates make decisions about the use of information and communication technology (ICT) in their teaching. Pre-and post-treatment assessments required elementary teacher candidates at UNIVX to articulate how and why they would integrate technology in three content teaching design tasks. Researchers identified themes from student rationales that mapped to the TPACK constructs. Rationales simultaneously supported sub-categories of knowledge that could be helpful to other researchers trying to understand and measure TPACK. The research showed significant student growth in the use of rationales grounded in content-specific knowledge and general pedagogical knowledge, while rationales related to general technological knowledge remained constant.

The aim of this article is to systematically review the most influential and widely discussed theoretical frameworks that relate to the digital literacy (DL) of teachers. The aim of the research is to show the differences and similarities between the most popular theoretical frameworks on DL. The choice of theoretical frameworks was dictated by the visibility (citability) of the different concepts. The research review includes the five most frequently cited concepts for understanding the phenomenon of the implementation of ICT in education at different levels of formal and university education. The article synthesizes and compares such concepts as TPACK, DigCompEdu, UNESCO, NETS-T, and DigiLit Leicester. Based on the analyses, it was noted that: 1) There is no one-size-fits-all way to measure DL among teachers; 2) The aforementioned theoretical frameworks mostly have clearly defined areas and levels of DL; 3) Most of the concepts assume measurement through self-declaration, abandoning measurement through practical activities; 4) All concepts clearly emphasize that DL cannot be separated from teaching processes; 5) DL among teachers differs from DL among other professional groups, this being due to the specifics of the field; 6) Differences in the formation of the most popular theoretical frameworks may be due to the richness of definitions of DL and the diversity of views on the process of the computerization of education; 7) A common feature of the analyzed frameworks is the integration of DL with methodological elements (content, methods, forms), and teacher and learner development; and 8) The selected frameworks possess their own measurement tools.

"Terwijl het gebruik van ICT in de klas voor sommige leraren een evidentie is, beschouwen andere leraren het nog als een struikelblok. ICT-integratie in het onderwijs lijkt dan ook vaak een persoonlijke aangelegenheid te zijn. Maar wat maakt nu dat de ene leraar educatief ICT-gebruik als een hele opgave beschouwt en de andere als een boeiende uitdaging? Met deze bijdrage focussen we op de laatste groep. Meer concreet beschrijven we hoe en waarom zes leraren uit het lager onderwijs ICT gebruiken in hun lessen. Hiervoor werd met iedere leraar een 'stimulated recall-interview' gevoerd. Dat wil zeggen dat samen met de leraar de beelden van de geobserveerde les werden bekeken en vragen werden gesteld op basis van fragmenten waarbij ICT werd gebruikt. We besteedden daarbij vooral aandacht aan hun motieven om ICT te betrekken in onderwijsleerprocessen en trachtten te achterhalen wat tot die welbepaalde praktijk geleid heeft.

Bij de beschrijving van de lessen maken we gebruik van TPACK (Technological Pedagogical Content Knowledge). Dit conceptueel model (zie Figuur 1), ontworpen door Koehler en Mishra (2009), geeft aan hoe de kennis van technologische, didactische en vakinhoudelijke kennis elkaar beïnvloeden in een specifieke onderwijscontext. Het model kan leraren helpen om keuzes te maken over hoe ICT te integreren in bepaalde onderwijsleerprocessen (voor meer info zie > link naar TPACK-artikel; zie ook www.tpack.nl). De beschrijving van de praktijkvoorbeelden aan de hand van TPACK, gekoppeld aan de resultaten van de interviews, leidt ook tot inzichten over de inzet van ICT in andere lessen en factoren die van belang zijn met betrekking tot hun educatief ICT-gebruik in het algemeen.

Binnen deze studie werd sterk de nadruk gelegd op het persoonlijke aspect met betrekking tot ICT-integratie in het onderwijs. Toch bleek uit de resultaten dat ook de context voor deze leraren van belang was, met de name de steun binnen de school, de samenwerking in de scholengemeenschap en de leefwereld van deze leraren. In dit artikel gaan we dan ook dieper in op zowel de individuele als contextuele factoren die bij deze leraren een rol hebben gespeeld. Op basis van het verhaal achter hun ICT-praktijk hebben we getracht tot concrete aanbevelingen te komen die voor iedereen van belang kunnen zijn die betrokken is bij het proces van ICT-integratie in onderwijs.
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The paper is a research report on the applicability of TPACK in Dutch secondary education. The report emphasizes the use of radar charts in conjunction with the TPACK questionnaire. The investigation report was developed as part of the graduation process Teacher ICT at Fontys Pedagogical Technical University in Eindhoven in 2015.

This mock research proposal was composed April 2015 as a final project for the UBC MET course etec500 Research Methodologies in Education.

The purpose of this proposed study is to identify relationships between targeted professional development and middle-school teachers’ levels of purposeful technology integration. The aspects explored are rich-technology tasks in relation to student assessments of higher-order thinking, the characteristics of successful educational technology professional development (ETPD), and the value of the TPACK and SAMR frameworks for empowering teachers to increase the frequency of technology-based student activities in Science and English unit planning.  The results of this pilot study can be used to find whether effective ETPD in a TPACKxSAMR matrix is able to change pedagogy and instructional practices of reluctant technology integrators.  The anticipated results of this mixed correlation study is the identification of a positive correlation between participation in the ETPD and instructional change.  In regard to professional development for students’ technology integration, Ontario’s Ministry of Education acknowledges that “very few initiatives have successfully operationalized deep learning skills for measurement purposes, and none … have ‘broken through’ to broad use across schools and systems …” (Beggs, Shields, Telfer, & Bernard, 2013, p.44).  These findings may be useful in suggesting directions for further research and prompting reform of current technology focused professional development in Ontario school boards. 
(Contains: 3 Tables, 6 Figures, 2 Appendix)

Key Words: Rich Technology, Higher Level Thinking, Framework, Technology Integration, Professional Development, Unit Planning

The development of mobile device technology among High School (SMA) users and its equivalent has not been maximized maximally to support the achievement of effective and efficient learning goals. The purpose of this service activity is to provide training to high school / MA / SMK teachers in the form of the ability to recognize, understand and develop micro teaching materials (microlearning objects). Training activities are carried out by using a blended training model that is a combination of face-to-face training activities and online training. Face-to-face activities use lecture, discussion and online game methods, while online training is in the form of a study of training materials and independent training. The results obtained in the form of the ability of participants to understand, design and develop micro teaching materials using mobile devices they have.

This paper describes a teacher knowledge framework for technology integration called technological pedagogical content knowledge (originally TPCK, now known as TPACK, or technology, pedagogy, and content knowledge). This framework builds on Lee Shulman’s (1986, 1987) construct of pedagogical content knowledge (PCK) to include technology knowledge. The development of TPACK by teachers is critical to effective teaching with technology. The paper begins with a brief introduction to the complex, ill structured nature of teaching. The nature of technologies (both analog and digital) is considered, as well as how the inclusion of technology in pedagogy further complicates teaching. The TPACK framework for teacher knowledge is described in detail as a complex interaction among three bodies of knowledge: content, pedagogy, and technology. The interaction of these bodies of
knowledge, both theoretically and in practice, produces the types of flexible knowledge needed to successfully integrate technology use into teaching.

This chapter explores intersections between technology, digital media, music, musicking, and education. At focus is the development of a hybrid approach that encompasses multifaceted ways that people enact musicianship in relation to and through digital media and technology. In the context of music education, a hybrid approach embraces overlaps, combinations, connections, and blurred lines among music and ways of being musical. It fosters classrooms that mix aspects of general music and ensembles; mobile devices and acoustic instruments; or musics from multiple genres, eras, and cultures. The hybrid approach discussed in this chapter situates students’ learning and musical engagement in musical inquiry and projects. This approach is flexible enough to support students’ interests in particular musical foci in a manner that resists linear, sequential, or compartmentalized forms of instruction. This chapter provides a springboard for developing and facilitating learning environments that are comprehensive in scope and rich with possibilities.

Context is an essential aspect of educational research. In this chapter, the authors discuss how context has been avoided or has referred to different constructs among educational technology research, especially among research on the Technological Pedagogical Content Knowledge (TPACK) framework. The authors discuss the descriptive, inferential, and practical implications of the framework for the context of teachers’ TPACK advanced by Porras-Hernández and Salinas Amescua (2013). Then, they exemplify the power of this framework by using it to guide a descriptive study conducted to determine the extent to which the publications included context. They also describe what researchers meant by context as understood through the framework for context. The authors found that context was important but often missing from research about TPACK and that the meaning of context has differed widely. They discuss these findings in relation to the TPACK literature as well as for educational technology research.

Today's tech savvy young learners are equipped with a variety of technological tools used as easily as pencils and paper. Many reach for the laptop first when it's time to write or look for an ebook when it's time to read. Ebooks are increasingly viewed as an appropriate source for literacy exposure to books and reading by parents and educators, as net sales revenue from ebooks surpassed hardcover books in the first quarter of 2012 (Boog, 2012).

As educators consider adopting ebooks as instructional resources, we must consider how to effectively merge content, pedagogy and technology in the early literacy classroom. In this article we discuss the emerging role of ebook technology in early reading instruction, along with describing how the Technological Pedagogical Content Knowledge (TPACK) framework (Mishra & Koehler, 2006) can assist teachers in understanding the dynamic relationship between content, pedagogy and technology in the literacy classroom.

In 2005 the term Technological Pedagogical Content Knowledge (TPCK) as a conceptual framework to describe the knowledge base for the effective integration of technology in teaching was introduced. Matt Koehler and Punya Mishra built their ideas based on Lee Shulman’s notion of Pedagogical Content Knowledge (PCK) and indicated that TPCK consists of Technological Knowledge (TK), Pedagogical Knowledge (PK), Content Knowledge (CK) and the overlapping domains Pedagogical Content Knowledge (PCK), Technological Pedagogical Knowledge (TPK), Technological Content Knowledge (TCK) and Technological Pedagogical Content Knowledge (TPCK). In 2007 TPCK was changed to TPACK to better reflect the interdependence of the three contributing knowledge domains, and in 2008 "Context" was added to the framework, because it was argued that teaching with technology does not take place in isolation but is each time situated in a specific educational context. Since that time the TPACK framework and the accompanying Venn diagram has been adopted by many researchers and practitioners for describing the knowledge and skills that are needed for the effective ICT integration in teaching. This also lead to the desire to measure whether teachers have sufficient TPACK and whether growth in TPACK can be measured.

Resumen del contenido de la investigación

Doctorado en desarrollo educativo con énfasis en formación de profesores

Formación del Profesorado: Análisis de la Formación en Plataformas a través del MODELO TPACK

    A partir del año 2014, el país enfrenta la profesionalización docente, teniendo dos perfiles en sus filas, aquellos que son egresados de las escuelas normales con el conocimiento sobre las distintas disciplinas en el ramo educativo y aquellos que son egresados de las distintas licenciaturas con el conocimiento sobre la materia, aquí es en donde se marca la diferencia de conocimientos entre uno y otro perfil. Bajo esta premisa se identifica la existencia de la brecha de conocimiento de cada uno de ellos hacia el perfil idóneo representado por los parámetros e indicadores de conocimientos y habilidades que regula y estandariza la Secretaría de Educación Pública de los Estados Unidos Mexicanos.
    Ante este escenario el docente se ve involucrado en el uso e integración de las TIC y ambos tipos de docentes deben, como valor agregado, contar con conocimientos y habilidades tecnológicas, detectándose otra brecha de conocimientos que cerrar; en el caso del uso de las plataformas virtuales educativas se define otro perfil y rol de tutor donde se solicita que el docente posea conocimientos y habilidades tecnológicas, disciplinares, educativas, motivacionales y afectivas, detectándose otra brecha de conocimientos que cerrar.
    “El acelerado avance en los conocimientos científicos y tecnológicos y las exigencias de la convivencia en la comunidad escolar y del desarrollo económico y social, han significado nuevas demandas a las escuelas y al quehacer de los maestros” señala el documento de la Reforma educativa (2013), sin lugar a dudas enfrentamos una revolución educativa con la que se producirán nuevos proyectos tecnológicos en educación y donde el maestro participa en ambos roles como docente y alumno en la educación b-learning y virtual al día de hoy en el modelo educativo mexicano que está inmerso en el  Constructivismo.
    El objetivo que gesta y da existencia a esta investigación es realizar un análisis de la formación de profesorado en plataforma a través del Modelo TPACK, se considera apremiante conocer sobre el estatus actual de conocimientos que poseen grupos de docentes que imparten o cursan el diplomado de formación de tutores para docentes de nuevo ingreso impartido por una Universidad Pública de México mediado por las plataformas educativas ubicados favorablemente en 29 estados de la República mexicana.
    El presente trabajo analiza el instrumento del Modelo TPACK en sus dimensiones y sub-dimensiones de conocimientos y a su vez analiza el contexto educativo actual por el cual atraviesa México tomando como bases de integración: la Reforma educativa, el uso de las plataformas virtuales enfocando en el conocimiento tecnológico, así como el conocimiento sobre los estilos de aprendizaje de sus alumnos vistos a través de los siete saberes de Shulman (2005) y el producto es un instrumento Modelo TPACK integrado al contexto educativo actual en México tipo encuesta en escala Likert. Este instrumento se aplicó a 6,667 docentes de los cuales solo 1,822  autoevaluaron sus conocimientos, estos profesores actualmente se desempeñan como tutores que acompañan a los nuevos profesores que ingresan al sistema educativo de toda la república mexicana del año 2015 a la fecha, transmitiendo su conocimiento de contenido, pedagógico, didáctico y en algunos casos tecnológico, para de esa forma homologar la formación de los dos tipos de profesores que tenemos en el país derivados de la Reforma educativa, esta homologación se considera afecta de forma directa el conocimiento de los profesores y por esta razón se considera ser la muestra idónea para el análisis de la formación del profesorado. Se llevó a cabo una revisión epistemológica sobre los siete conocimientos que contiene el Modelo TPACK con la finalidad de comprender su evolución conceptual del año 2006 al 2017, y de esta forma poder definir la aproximación metodológica actual integrándolos al contexto, así como la definición de nuevas dimensiones y subdimensiones útiles para el desarrollo de nuevas líneas curriculares. El “método” se describe el tipo modelo cuantitativo del tipo descriptiva e inferencial, descripción del Modelo
TPACK tomado como punto de partida para una mejora e inclusión en México, se describe la población con muestreo probabilístico aleatorio simple.
    En el estado de resultados se muestra la información obtenida sobre las hipótesis con respecto a la existencia de diferencias significativas en relación al Genéro, Grado académico, Zona geográfica, Nivel educativo y Años de servicio, los 7 conocimientos fueron re-subdivididos en 5 factores, donde se aprecia la brecha de conocimiento. En resumen, se realiza incapié que en el ámbito de Género en relación a los factores 1, 2, 3, 4, y 5 los hombres se autoevaluaron en un puntaje promedio superior que las docentes mujeres lo cual se coincide con Cabero y otros (2014a)  y también se coincide con el mismo autor como lo sugieren: “un mayor dominio de este tipo de conocimientos que entra en acción el componente tecnológico (conocimientos tecnológicos (TK), tecnológico pedagógico  (TPK), y tecnológico del contenido (TCK)).
    En los resultados de la autoevaluación por Grado académico, los profesores con el grado de Doctorado refieren tener mayor valor en conocimiento que los docentes de Maestría y Licenciatura, excepto en los conocimientos de contenido de Matemáticas y con integración currículo tradicional plataforma con valores medio y los conocimientos tecnológicos pedagógicos contenido con valores deficientemente agudos, repuntando valores en estos conocimientos los profesores con el nivel de Licenciatura y como antecedente en el estudio de  Cabero y otros (2014a) concluye con una “falta de significación en el conocimiento del contenido por los profesores encuestados y coincide con los obtenidos por: Niess (2012), Zelkowski y otros (2013), y Mouza, Karchmer Klein, Nandakumar, y Vilmaz (2014)”, los cuales los profesores con el grado de Licenciatura se denotan con valores más altos que los grados de Doctorado y Maestría.
    En los resultados de la autoevaluación por Zona geográfica en la que labora en relación a sus factores 1, 2, 3, 4 y 5, la zona de Occidente presentan un puntaje mayor que los docentes de las otras zonas, y se deduce por medio del estudio de Cabero y otros (2014a) donde señalan que puede darse el caso que los profesores cuentan con una “una fuerte tendencia a autovalorse muy positivamente” y se consideran “más competentes” en su investigación Cabero y otros hablan de los “conocimientos tecnológicos y sus conocimientos de interrelación,  que en los de conocimiento de contenido”, no obstante, no se dudó en ningún momento que la presente investigación podría presentar una tendencia similar, sólo que esta investigación se analiza en una mayor cantidad de dimensiones.
    En los resultados de la autoevaluación por Nivel educativo donde laboran, en relación a sus factores 1 y 2, el nivel educativo de preescolar refiere tener el mayor puntaje, en el factor 2 en promedio medio en conocimiento del contenido de Matemáticas se encuentra el nivel primaria, en Ciencias se encuentra en promedio medio en el nivel de secundaria, y en el conocimiento de pedagógia, didáctica, sociales y estilos de aprendizaje se encuentra con mayor puntuación los profesores que imparten en Educación Superior; En el factor 3 el mayor puntaje de autoevaluación lo obtuvo el nivel educativo de Educación Especial, excepto en el conocimiento Pedagógico General se encuenta en el mayor puntaje el nivel de Primaria; En el Factor 4  y 5, los resultados de los conocimientos en el ámbito pedagógicos y tecnológicos el que presento el mayor puntaje es el nivel Secundaria, tal parecierá mostrar que los profesores demuestran contar con los conocimientos en base a la preparación en relación a su práctica, por lo tanto se coincide con Cabero y otros (2014a); Jang y Tsai (2013) “señalar con claridad que la experiencia del profesorado influye en su TPACK”, se deduce que “repercute en las autovaloraciones su conocimiento que domina en los distintos niveles en el cual se desempeñan los profesores”, y se fundamenta con Lizana (2012) que menciona que “los factores identificados sirven tanto para la corroboración del conocimiento explicitado en la colección de Buenas Prácticas, como para la identificación y licitación del conocimiento con experiencia de los docentes”.
    En la autoevaluación correspondiente a los Años de servicio del profesor, en el factor 1 presentan mayor conocimiento los docentes con 30-40 años de servicio; en el factor 2 presenta mayor puntaje los docentes con 30-40 años excepto los conocimientos tecnológico y general y en el Factor 4 en los conocimiento pedagógicos obtuvo una mayor puntuación los profesores con 1-10 años de servicio; En el factor 3 y 4 cuentan con el mayor puntaje los profesores con  11-20 años de servicio y en el factor 5 en el conocimiento tecnológico contenido, excepto con un puntaje alto en el resto de conocimientos el profesor con 1-10 años de servicio.
    De forma general, era de esperarse encontrar una autovaloración promedio inferior sobre los conocimientos tecnológicos (TK) y conocimientos de interrelación: tecnológico pedagógico  (TPK), y tecnológico del contenido (TCK) y en esta dimensión se coincide con Cabero y otros (2014a) donde sugieren “ello nos lleva de nuevo a señalar la necesidad de cambiar la formación de los profesores en TIC” donde se les dé la oportunidad de desarrollar habilidades e incrementar el conocimiento tecnológico pedagógico y didáctico en el uso de las TIC así como el uso y creación de nuevas metodologías de aprendizaje.... Se sugiere en un futuro integrar el Nuevo modelo educativo al Modelo TPACK integrado por Chavana. Blanca Aurora Chavana Cubos

Koehler, M.J., & Mishra, P. (2015). TPACK (technological pedagogical content knowledge). In J. Spector (Ed.), The SAGE encyclopedia of educational technology (pp. 783-786). Thousand Oaks, CA: SAGE Publications, Inc. doi: http://dx.doi.org/10.4135/9781483346397.n318

The purpose of this investigation will be to describe how, when provided access and instruction, early elementary teachers use ebooks to support learning in the classroom. The teachers in this study represent kindergarten, first and second grade teachers from three suburban districts in the Midwest region of the United States. There is a high likelihood that ebooks will become an integral piece of the early childhood classrooms within the next 3 to 5 years. Currently, there is a limited research that explores their potential impact for curriculum and instruction.

The study will focus on the instructional practices and techniques early elementary teachers use with ebooks to support learning, perceived personal and professional indicators teachers use for selecting high-quality ebooks for use in their classroom, and the challenges and opportunities early elementary teachers experience. These understandings will be pursued through a qualitative basic interpretive process in an effort to describe the experiences of participants in ebook-equipped classrooms. This qualitative approach will use the TPACK framework to investigate the process that occurs as teachers adapt their pedagogical approaches to use ebooks to support learning in the early elementary classroom.

The findings from this study indicated the following three major themes: (a) early elementary teachers using ebooks extend and adapt familiar practices to support learning; (b) early elementary teachers select ebooks for use in their classroom based on genre, content area connections, and digital features that enhance literary content; and (c) the opportunities of ebooks for instruction outweigh challenges they present. This study has the potential to impact the nature of illustrating the methods and techniques used by the three participants as they merge technology, pedagogy, and content knowledge and set in motion classroom practices that integrate ebooks into the early elementary classroom to support student learning.

Technology is now one of the most influential and important instruments in meeting the demands and coping up with the changes in the field of education. Understanding the implication of Technological Pedagogical Content Knowledge (TPACK) framework in integrating technology in teaching science was help the teachers to facilitate effective science teaching-learning process for the students to acquire all the necessary knowledge and skills from their curriculum. This study used a descriptive method of research which aimed to assess the importance of TPACK Framework as a basis for integrating technology in teaching science of the second year and third year pre-service science teachers of St. Bridget College, Batangas City, Philippines. This became the focus of the survey questionnaire made by the researchers. With regards to the effects of TPACK Framework in Teaching Science relevant to the content, respondents agreed that the TPACK framework makes the content easily understandable. In terms of pedagogy, they agreed that it allows experiential learning experiences, and in terms of technology, respondents agreed that TPACK Framework strengthens the teacher's ability to teach the subjects. Regarding the extent of technology support to 21st century Science Teaching, respondents agreed that in terms of delivery, it arouses students' interest and motivation to learn. In terms of Instructional Materials, they agreed that technology support gives accessible and current information which broadens learning; and in terms of content knowledge, they also agreed that it helps students analyze and understand graphical representation of data easily and clearly. Furthermore, in terms of the use of instructional materials, respondents agreed that the speaker helps in the production of sound in studying science particularly, physics. Based on the findings, a Technological Enhancement Activity using Web quest is proposed as the output of the study which can be used to enhance the science teaching-learning process and enrich science teaching through the use of TPACK Framework. In addition, the responses of the research participants were treated with the use of frequency, weighted mean and ranking. Generally, the researchers recommend the creation of software application to improve science teaching and technological skills of the teachers and the students. In addition to this, future researchers should use a bigger number of respondents to gain more accurate result.

Summary of the research content
Doctorate in educational development with emphasis on teacher training.
Teacher Training: Platform Training Analysis through the
TPACK MODEL
From the year 2014, the country faces the professionalization of teachers, having two profiles in its ranks, those who are graduates of the Normal Schools with the knowledge about the different disciplines in the educational field and those who are graduated of the different schools with the apprehension about the subject, this is where the difference of knowledge between one profile and another is marked. Under this premise, is identified the knowledge gap of each of them towards the ideal profile represented by the parameter and indicators of comprehension and skills that regulates and standardizes the Secretarial of Public Education of the United Mexican States.
  Given this scenario, the teacher is involved in the use and integration of ICT and both types of teachers must, as an add value, have knowledge and technological skills, detecting another comprehension gap to close, in the case of the use of educational virtual platforms another profile and role of tutor is defined, where the teacher is required to possess knowledge and technological, disciplinary, educational, motivational and affective skills, being this other vacancy of knowledge to cover
  “The accelerated advance in scientific and technological knowledge and the demands of coexistence in the school community and economic and social development, have meant new demands on schools and the work of teachers” says the document of the Educational Reform (2013), undoubtedly we face an educational revolution that will produce new technological projects in education and where the teacher will participate in both roles as a teacher and student in b-learning and virtual education, at this day in the Mexican educational model that he is immersed in Constructivism.
  The objective that creates and gives the existence to this research is to perform an analysis of the training of teachers on the platform through the TPACK Model, it is considered urgent to know about the current status of knowledge held by groups of teachers who teach or take the training course of tutors for teachers of new entrance given by a Public University of Mexico mediated by educational platforms located favorably in 29 states of the Mexican Republic. 
  The present work analyzes the TPACK Model tool in its dimensions and sub-dimensions of knowledge and now analyzes the current educational context which Mexico is going through, taking as a basis for integration: the Educational Reform, the use of virtual platforms focusing on knowledge technological, as well as the knowledge about the learning styles of their students looked through the seven resources of Shulman (2005) and the product is an instrument TPACK model included  in the current educational context in Mexico like survey on Likert scale. This instrument was applied to 6,667 teachers of which only 1,822 self-evaluated their knowledge, these teachers currently serve as tutors who accompany the new teachers who enter the educational system of the entire Mexican Republic from 2015 to this date, transmitting their knowledge of content, pedagogical, didactic and in some cases technological,  in order to homologate the training of the two types of teachers that we have in the country derived from the Educational Reform, this homologation is considered to affect on a direct way the knowledge of the teachers and for this reason is taken into account for being  the ideal  sample for the analysis of teacher training. An epistemological review was carried out on the seven concepts contained in the Model TPACK, in order to understand its conceptual evolution from 2006 to 2017, and in this way to be able to define the current methodological approach by integrating them into the context, as well as defining new useful dimensions and subdimensions for the development of new curricular lines. The “method” describes the quantitative model type of the description of the Model TPACK taken as a starting point for an improvement and inclusion in Mexico, describes the population with simple random probabilistic sampling.
  In the income statement the information obtained on the hypotheses regarding the existence of significant differences in relation to the Gender, Academic grade, Geographical area, Educational level and Years of service, the 7 knowledge were re-subdivided into 5 factors, where the knowledge gap is appreciated. In summary, it is emphasized that in the area of Gender in relation to factors 1, 2, 3, 4 and 5,  men self-evaluated in a higher average score than women teachers which is coincident with Cabero and others (2014a) and also agrees with the same author as they suggest: “a greater mastery of this type of knowledge that enters into action the technological component (technological knowledge (TK), technological pedagogical (TPK), and technological content (TCK)).
  In the results of the self-assessment by academic degree, the professors with the degree of Doctorate refer to have greater value in knowledge than the teachers of Master and Bachelor, except in the content knowledge of Mathematics and with integration traditional curriculum platform with average values ​​and Pedagogical technological knowledge content with deficiently acute values, rebounding values ​​in this knowledge teachers with the level of Bachelor and as background in the study of Cabero and others (2014a) concludes with a "lack of significance in the knowledge of the content by the teachers surveyed and coincides with those obtained by: Niess (2012), Zelkowski and others (2013), and Mouza, Karchmer Klein, Nandakumar, and Vilmaz (2014) ", which teachers with a Bachelor's degree are denoted with higher values ​​than Doctorate and Master's degrees.
    In the results of the self-assessment by geographical area in which it works in relation to its factors 1, 2, 3, 4 and 5, the zone of the West presents a higher score than the teachers of the other zones, and it is deduced by means of the study by Cabero and others (2014a) where they point out that teachers may have a "strong tendency to self-value very positively" and consider themselves "more competent" in their research Cabero and others talk about "technological knowledge and their knowledge of interrelation, than in knowledge of content, "however, it was not doubted at any time that this research could present a similar trend, only that this research is analyzed in a greater number of dimensions.
  In the results of the self-assessment by educational level where they work, in relation to their factors 1 and 2, the educational level of pre-school refers to having the highest score, in the factor 2 on average knowledge of the content of Mathematics is the primary level , in Sciences it is in average in the level of secondary, and in the knowledge of pedagogy, didactic, social and styles of learning is found with greater score the professors who impart in Higher Education; In factor 3, the highest level of self-assessment was obtained by the level of education in Special Education, except in the General Pedagogical knowledge, the Primary level is found in the highest score; In Factor 4 and 5, the results of the knowledge in the pedagogical and technological field that presented the highest score is the Secondary level, such would seem to show that teachers demonstrate having knowledge based on the preparation in relation to their practice , therefore, it coincides with Cabero and others (2014a); Jang and Tsai (2013) "clearly indicate that the teachers' experience influences their TPACK", it is deduced that "it influences in the self-assessments their knowledge that dominates in the different levels in which the professors work", and is based on Lizana (2012) that mentions that "the identified factors serve both for the corroboration of the knowledge made explicit in the collection of Good Practices, and for the identification and tendering of knowledge with experience of the teachers".
    In the self-assessment corresponding to the years of service of the teacher, in factor 1 teachers with 30-40 years of service are more knowledgeable; Factor 2 shows the highest score for teachers aged 30-40, except for technological and general knowledge; and in Factor 4, in pedagogical knowledge, teachers with 1-10 years of service scored higher; In the factor 3 and 4 teachers have the highest score with 11-20 years of service and in factor 5 in content technological knowledge, except with a high score in the rest of knowledge the teacher with 1-10 years of service .
  Generally speaking, it was expected to find a lower average self-assessment on technological knowledge (TK) and knowledge of interrelation: technological pedagogical (TPK), and technological content (TCK) and in this dimension coincides with Cabero and others (2014a) where they suggest "this leads us again to point out the need to change the training of teachers in ICT" where they are given the opportunity to develop skills and increase pedagogical and didactic technological knowledge in the use of TIC as well as the use and creation of new learning methodologies according to technology and virtual platforms used by the teacher according to the content of the teaching to be taught, it is assumed that digital literacies or development of knowledge and technological skills in teachers are not established in his normalist training.     
 It is suggested in the future to integrate the new educational model to the TPACK Model integrated by Chavana.
Blanca Aurora Chavana Cubos

The technological pedagogical content knowledge (TPACK) framework is increasing in use by educational technology researchers around the world who are interested in issues related to technology integration. Much that is good can be found in the TPACK framework; however considerable theoretical work needs to be done if TPACK research is to cohere and constructively strengthen the field of educational technology. This paper uses Whetten’s (1989) criteria for theory building as a lens for examining the TPACK framework. Specific weaknesses are identified, which in turn suggest areas needing theoretical development. This paper calls for researchers to increase emphasis on using research findings to constructively build common definitions and understandings of the TPACK constructs and the boundaries between them.► Uses theory building as a lens for examining the TPACK framework. ► Identifies specific weaknesses in the current framework that need to be addressed by the research community. ► Calls for a better articulation of construct definitions and the boundaries between the constructs in the TPACK framework.

The present study focused on the scope of introducing Technological Pedagogical Content Knowledge (TPACK) of a two-year pre-service and in-service teacher education program in India. This paper describes the TPACK awareness among teacher educators. It also emphasizes teachers educators integrate technology into education in the 21st century. The main objective of the study to find out the scope of implementation of TPACK on Teacher training programs & the relationship between technology and pedagogy content. Also, the researcher measures the curriculum and challenges to introducing TPACK and finally gives meaningful suggestions to gain technological skills. The methodology of the study is qualitative and interview methods are applied. The study is a mixed type involving interpretative, analytical study of documents, interview and study both primary & secondary sources, like books, university news, expert opinion, articles, journals, thesis and websites, etc.

The present research is aimed at inquiring some features characterising the profile of 79 student teachers at the end of their pre-service training. Technology proficiency, TPACK and beliefs on the value of technology in teaching and learning were explored through a self-administered questionnaire. Data show student teachers’ low proficiency with new or dedicated technology; some difficulties in integrating technology, pedagogy and disciplinary content, joined with the lack of modeling by Faculty and the student s’ limited amount of field practice; and the prevalence of a functionalist/instrumental view of technology, associated with a perceived benefits for teachers perspective and in contrast with a social/potentialistic view of technology. The results highlight the necessity to boost initial teacher training in the direction of specific/dedicated technology integration, the need to support Faculty in developing the integration of technology in practices, and the opportunity for researchers to adopt a more systematic approach to inquire other aspects, such as the role of leadership and curriculum on Faculty practices and student teachers’ education.

This study examined the initial learning trajectories of 13 upper elementary teachers as they developed technological, pedagogical, and content knowledge (TPACK) while participating in a 7-month professional development program focused on integrating technology into their classroom practice.The program was collaborative and non-prescriptive: teachers worked on self-chosen summer projects with flexible support from a university-based partner. A descriptive multicase study design was employed to track teachers’ learning progressions. Data included interviews, surveys, digital artifacts, and researchers’ notes and memos. During the program, teachers developed varying degrees of TPACK. Analyses distilled six initial TPACK learning trajectories.

The main aim of this two-step mixed-method study was to explore the effectiveness of the strategies used to prepare pre-service teachers for Technological Pedagogical Content Knowledge (TPACK). Specifically, we focused on the strategies included in the Synthesis of Qualitative Evidence (SQD) model: 1) using teacher educators as role models, 2) reflecting on the role of technology in education, 3) learning how to use technology by design, 4) collaboration with peers, 5) scaffolding authentic technology experiences, and 6) providing continuous feedback. To explore the relation between the perceived occurrences of the SQD-strategies and TPACK (controlled for pre-service teachers' general attitudes towards technology), survey data were collected from a sample of 688 final-year pre-service teachers in Belgium. In a next step, 16 telephone interviews and six in-depth interviews were conducted to gain a more in-depth insight into the nature of the six strategies and their influences on TPACK. The quantitative analyses indicated positive correlations between the SQD-strategies and TPACK, controlled for general attitudes towards technology. The findings from the qualitative analyses showed that teachers acknowledged the importance of the six strategies. However, the respondents emphasized that some of the six strategies are often underutilized. Based on the quantitative and qualitative results, the discussion provides recommendations to improve the potential of pre-service training to enhance future teachers' TPACK.

In the 21 st century workplace, there has been an increasing demand for graduates to possess communicative competence particularly in speaking. Anchored on the 21 st Century Learning Framework (Partnership for 21 st Century Skills or P21, 2006) and the TPACK Framework (Koehler & Mishra, 2009), this study reports findings on the pedagogical viability of utilizing Pecha Kucha 20x20 Presentations in developing students' competence and confidence while presenting in the language classroom. Research participants include 43 English as Second Language (ESL) learners taking Speech Communication classes in a private university in Manila, the Philippines during the second semester of the academic year 2016-2017. Research data from students' reflections, interviews, survey, and focus group discussion (FGD) suggest that despite some format and technological limitations, delivering Pecha Kucha presentations may help students develop their English speaking and oral presentation skills, build their confidence in speaking before an audience, and practice their English macro skills such as listening and reading. In the light of these findings, pedagogical implications are provided for ESL (English as a second language) and EFL (English as a foreign language) teachers, communication educators, and researchers.

La realidad social actual en la que nos encontramos nos invita a reflexionar acerca del papel que están teniendo las TIC en los procesos de enseñanza-aprendizaje. El quehacer docente universitario no es ajeno a este escenario, por lo que es conveniente explorar vías para alcanzar una conjunción entre las TIC y el contenido disciplinar en sintonía con determinadas estrategias didácticas.
El modelo TPACK (Technological and Pedagogical Content Knowledge), que fue formulado por Mishra y Koehler en 2006, responde a esta inquietud. En este trabajo huimos intencionalmente del concepto de ‘conocimiento’ (knowledge) y proponemos un modelo basado en la competencia, cuya definición contempla aspectos contextuales, combinatorios, interactivos y aplicativos, basándose en la movilización de recursos para desplegarse en la acción.
En esta comunicación proponemos una serie de competencias para cada una de las dimensiones de este modelo y cómo pueden conjugarse para integrar las TIC en las funciones docentes. También mostramos el proceso de construcción de un cuestionario de autodiagnóstico del profesorado, incidiendo en la validación por jueces con ayuda del Índice de Validación de Contenido (ICV).

This study attempted to investigate a pre-service mathematics teacher’s Technological Pedagogical Content Knowledge regarding different views of 3-D figures in geometry. Data were collected from a pre-service teacher, enrolled in one of the large public universities in Ankara while she was teaching different views of 3-D figures in seventh-grade level in one of the private schools. Interviews, observations, field notes, GeoGebra files, and lesson plans were the data collection tools used in the study. Data analysis revealed that the participant’s TPACK level increased during school experience course. State differently, there was a development in the pre-service teacher’s TPACK level. While there was just a slight increase in technology integration to the curriculum and access of students to technology levels, there was a significant rise in teaching and learning with technology levels of the participant during school experience course. Findings of the study show that there is a need for complementary technology courses during school experience course in teacher education programs because teacher candidates need necessary competencies in using technology like selection and usage of appropriate technology to provide effective teaching in mathematics classes. Keywords: Pre-service Middle School Mathematics Teacher, Technological Pedagogical Content Knowledge, Different Views of 3-D Figures