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 c...

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What is Technological Pedagogical Content Knowledge (TPACK)

This article elaborates on the competencies, often referred to as 21st century competencies, that are needed to be able to live in and contribute to our current (and future) society. We begin by describing, analysing and reflecting on international frameworks describing 21st century competencies, giving special attention to digital literacy as one of the core competencies for the 21st century. This is followed by an analysis of the learning approaches that are considered appropriate for acquiring 21st century competencies, and the specific role of technology in these learning processes. Despite some consensus about what 21st century competencies are and how they can be acquired, results from international studies indicate that teaching strategies for 21st century competencies are often not well implemented in actual educational practice. The reasons for this include a lack of integration of 21st century competencies in curriculum and assessment, insufficient preparation of teachers and the absence of any systematic attention for strategies to adopt at scale innovative teaching and learning practices. The article concludes with a range of specific recommendations for the implementation of 21st century competencies.

Challenges to learning and schooling in the digital networked world of the 21st century

Technology integration is a major trend in contemporary education practice. When undertaking technology integration in classrooms, a first-order barrier and a second-order barrier, as proposed by Ertmer (1999), can hinder its implementation. The first-order barrier is external, such as lack of adequate access, time, training and institutional support. The second-order barrier includes teachers' personal and fundamental beliefs such as teachers' pedagogical beliefs, technology beliefs, willingness to change. This paper argues that the lack of design thinking by teachers may be the "third"-order barrier for technology integration.

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The "third"-order barrier for technology-integration instruction: Implications for teacher education

Context is an important aspect of educational research and the technological pedagogical content knowledge (TPACK) framework, but is often missing from TPACK research, or its specific meaning is not clear. To provide a systematic and comprehensive view of the extent to which context is included in such research, and to understand the meaning of context when it is included, we conducted a systematic review of publications about TPACK. Context was included in descriptions, explanations, or operationalizations of TPACK among 36% of the 193 empirical journal articles we examined. When context was included, classroom and school factors and those related to teachers were more likely to be included than those related to students and society. The grounds for context being included among around one-third of the articles and why some contextual factors are examined more than others are discussed. Implications for practice and recommendations for future research focus on investigating the complexity of pract...

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Context and Technological Pedagogical Content Knowledge (TPACK): A Systematic Review

Profiling Teachers’ Readiness for Online Teaching and Learning in Higher Education: Who’s Ready?

Technological Pedagogical Content Knowledge (TPACK) has been introduced as a conceptual framework for the knowledge base teachers need to effectively teach with technology. The framework stems from the notion that technology integration in a specific educational context benefits from a careful alignment of content, pedagogy and the potential of technology, and that teachers who want to integrate technology in their teaching practice therefore need to be competent in all three domains. This study is a systematic literature review about TPACK of 55 peer-reviewed journal articles (and one book chapter), published between 2005 and 2011. The purpose of the review was to investigate the theoretical basis and the practical use of TPACK. Findings showed different understandings of TPACK and of technological knowledge. Implications of these different views impacted the way TPACK was measured. Notions about TPACK in subject domains were hardly found in the studies selected for this review. Teacher knowledge (TPACK) and beliefs about pedagogy and technology are intertwined. Both determine whether a teacher decides to teach with technology. Active involvement in (re)design and enactment of technology-enhanced lessons was found as a promising strategy for the development of TPACK in (student-)teachers. Future directions for research are discussed

Technological pedagogical content knowledge – a review of the literature

Effective approaches to prepare future teachers for educational technology use

Het SQD-model (Synthesize Qualitative Data) presenteert effectieve strategieen voor het opleiden van toekomstige leraren op het gebied van educatief ICT-gebruik. Voorbeelden van strategieen die effectief bleken op basis van kwalitatieve studies zijn: het voorzien van rolmodellen, ruimte voor reflectie over de rol van ICT in onderwijs, en het ondersteunen van het ontwerpproces bij ICT-rijke lessen. In de studie die in dit artikel wordt besproken is door middel van semi-gestructureerde interviews nagegaan welke strategieen uit het SQD-model bij beginnende leraren een betekenis hebben gespeeld. Meer specifiek richten we ons op de strategieen die zich op het microniveau bevinden en concrete handvatten geven voor het opleiden van toekomstige leraren. Dezelfde leraren werden vier jaar eerder als laatstejaarsstudent bevraagd in een case studie over de plaats van ICT in hun leraren opleiding. Nu ze zelf in de praktijk staan, blikken ze in deze follow-up studie terug op de rol die de lerarenopleiding gespeeld heeft om hen voor te bereiden op educatief ICT-gebruik. De resultaten bevestigen dat het opleiden van studentleraren voor ICT-integratie nog in zijn kinderschoenen staat. Beginnende leraren stellen bijvoorbeeld dat lerarenopleiders er zelf onvoldoende in slagen een voorbeeldfunctie op te nemen. De beginnende leraren geven ook aan dat er onvoldoende aandacht is om te reflecteren over educatief ICT-gebruik en dat er weinig ondersteuning is in functie van het ontwerpen van ICT-rijke lessen. Tegelijk tonen de resultaten aan dat de lerarenopleiding er wel degelijk toe doet. Zo blijkt dat educatieve ICT-toepassingen die de betrokkenen in dit onderzoek tijdens hun opleiding inzetten, nog steeds gebruikt worden. Maar het voorbereiden van toekomstige leraren op educatief ICT-gebruik hangt volgens deze beginnende leraren nog voor een groot deel af van de individuele opleider. In de discussie van dit artikel bespreken we op welke wijze de didactische ICT-bekwaamheid op een meer systematische manier deel kan uitmaken van de lerarenopleiding.

Van de lerarenopleiding tot de onderwijspraktijk: een follow-up studie naar strategieën om leraren voor te bereiden op educatief ICT-gebruik

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N.N. Pareja Roblin

Papers

Technological pedagogical content knowledge – a review of the literature

Effective approaches to prepare future teachers for educational technology use

Van de lerarenopleiding tot de onderwijspraktijk: een follow-up studie naar strategieën om leraren voor te bereiden op educatief ICT-gebruik

What factors contribute to effective online and blended education? (Summary)