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Developing Technological Pedagogical Content Knowledge in Pre-Service Science Teachers: Support from Blended Learning
ARTICLE

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Australasian Journal of Educational Technology Volume 28, Number 8, ISSN 1449-5554

Abstract

The "Technological Pedagogical Content Knowledge" (TPACK) framework has been used to prepare pre-service science teachers at the Public Authority of Applied Education and Training in Kuwait for ICT integration in education. Pre-service teachers worked in teams to design an ICT solution for an authentic problem they faced during in-school training. Pre-service teachers were separated into two groups. The first group was coached by ICT, pedagogy, and content experts. The second group was offered a blended condition, by which they had access to an online portal with different tutorials and examples, with opportunities to meet with different experts whenever they wanted. Pre-test and post-test design data were collected for attitudes toward ICT, ICT skills, and TPACK. The findings show that the self-reported TPACK, the score of attitudes toward ICT, and ICT skills increased in both groups. However, the blended support condition reported a higher increase in the participants' technological knowledge (TK), technological pedagogical knowledge (TPK), their attitude toward ICT as a tool for instruction and productivity, and ICT enjoyment. This indicated that students perceived the blended condition for supporting design teams as a more desirable method for enhancing their development of TPACK. (Contains 8 tables.)

Citation

Alayyar, G.M., Fisser, P. & Voogt, J. (2012). Developing Technological Pedagogical Content Knowledge in Pre-Service Science Teachers: Support from Blended Learning. Australasian Journal of Educational Technology, 28(8), 1298-1316. Retrieved May 21, 2019 from .

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