Initiation of a professional development program for science instructional leaders within the technological pedagogical content knowledge(TPACK) framework
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Published
Jun 20, 2022
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Abstract
Knowledge related to the effective use of educational technologies has become widely recognized as an important aspect of an educator’s knowledge-based for the 21st century. The study sought to assess and measure the perception of elementary teachers handling science in Pasay City on their understanding of the Technological Pedagogical Content Knowledge (TPACK) framework and its related constructs. It also aimed to find out how science teachers used technology in general. Surveys, focus group discussions, and strengths, weaknesses, opportunities, and threats (SWOT) analysis methods were used to gather data. Thematic analysis was also used to interpret the responses qualitatively. For triangulation purposes, master teachers and science coordinators were also involved in the data gathering. Among the subscales of TPACK, science teachers’ pedagogical knowledge (PK) garnered the highest mean (3.48), while technological knowledge (TK) obtained the lowest mean (3.17). Technological pedagogical knowledge (TPK) had a very strong positive relationship (r = 0.854), while TK was strongly correlated (r = 0.631) to overall TPACK. The overall TPACK and other TPACK subscales are found to have a significant relationship. As revealed in the FGD, science teachers frequently used ICT tools to explore, elaborate or demonstrate a concept to pupils to further their understanding. However, some of the teachers claimed that their level of confidence in using ICT tools did not meet the required skills. This resulted in a proposed professional development program focusing on the three features of the TPACK framework: pedagogy, technology, and content.
How to Cite
Sapad RP, Caballes DG. 2022. Initiation of a professional development program for science instructional leaders within the technological pedagogical content knowledge(TPACK) framework. The Palawan Scientist. 14(1). https://doi.org/10.69721/TPS.J.2022.14.1.09.
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Keywords
focal group discussion, ICT, individual performance commitment and review form, SWOT analysis, triangulation
References
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Angeli C and Ioannou I. 2015. Developing secondary education computer science teachers’ technological pedagogical content knowledge. European Journal of Educational Sciences, 2(2): 9-30. https://doi.org/10.19044/ejes.v2no2a2
Blau I, Peled Y and Nusan A. 2016. Technological, pedagogical and content knowledge in one-to-one classroom: teachers developing “digital wisdom”, Interactive Learning Environments, 24(6): 1215-1230. https://doi.org/10.1080/10494820.2014.978792
Briones LE. 2019. In press. Secretary Briones’ speech on the launch of Sulong Edukalidad. addressing the challenge of quality in basic education. Bulwagan ng Karunungan, Department of Education. Official Statement. https://www.deped.gov.ph/2019/12/04/sulong-edukalidad/. Accessed on 03 December 2019.
Chai C S, Chin CK, Koh JHL and Tan CL. 2013. Exploring Singaporean Chinese language teachers’ technological pedagogical content knowledge and its relationship to the teachers’ pedagogical beliefs. The Asia-Pacific Education Researchers, 22: 657–666. https://doi.org/10.1007/s40299-013-0071-3
Ghavifekr S and Rosdy WAW. 2015. Teaching and learning with technology: Effectiveness of ICT integration in schools. International Journal of Research in Education and Science, 1(2): 175-191.
Gonzales AL. 2018. Exploring technological, pedagogical, and content knowledge (TPACK) and self efficacy belief of Senior High School Biology Teachers in Batangas City. The Palawan Scientist, 10: 29-47.
Jaus HH. 2002. Science is Process, Poduct, and… Science Activities: Classroom Projects and Curriculum Ideas, 39(3): 3-4. https://doi.org/10.1080/00368120209601086
Kurt S. 2018. Technological pedagogical content knowledge (TPACK) framework in Educational Technology. https://educationaltechnology.net/technological-pedagogical-content-knowledge-tpack-framework/. Accessed on 12 May 2018.
Luft JA and Hewson PW. 2014. Research on teacher professional development programs in science. In: Lederman NG and Abell SK (eds). Handbook of Research on Science Education. vol. 2. Routledge, New York, pp. 889-909.
Mercado JN, Panganiban VJ and Ramos TM. 2019. Technology integration in teaching science using TPACK among pre-service science teachers at St. Bridget College, Batangas City, Philippines. IOER International Multidisciplinary Research Journal, 1(1): 63-71.
Mishra P and Koehler M. 2009. Technological pedagogical content knowledge (TPACK) [diagram]. http://tpack.org/tpck/images/tpck/a/a1/tpack-contexts.jpg. Accessed on 20 May 2019.
Mac Callum K, Jeffrey L and Kinshuk. 2014. Comparing the role of ICT literacy and anxiety in the adoption of mobile learning. Computers in Human Behavior, 39: 8-19. https://doi.org/10.1016/j.chb.2014.05.024
Montemayor MT. 2018. ICT is critical ineffective teaching: DepEd. Philippine News Academy, Manila. https://www.pna.gov.ph/articles/1028020. Accessed on 10 June 2019.
Niess ML. 2012. Teacher Knowledge for Teaching with Technology: A TPACK Lens. In Ronau RN, Rakes CR and Niess ML (eds). Educational Technology, Teacher Knowledge, and Classroom Impact: A Research Handbook on Frameworks and Approaches. pp. 1-5.
Owusu KA. 2014. Assessing New Zealand’s high school science teachers’ technological pedagogical content knowledge. https://www.researchgate.net/publication/304990309_Assessing_New_Zealand_high_school_science_teachers'_technological_pedagogical_content_knowledge. Accessed on 05 May 2019.
Roig-Vila R, Mengual-Andres S and Quinto-Medrano P. 2015. Primary teachers’ technological pedagogical content knowledge (TPACK). Comunicar, 45(23): 151-159. http://dx.doi.org/10.3916/C45-2015-16
Riessman CK. 2008. Narrative Methods for the Human Sciences. Sage Publications, Inc. USA. 265pp.
Roig-Vila R, Mengual-Abdes S and Quinto-Medrano P. 2015. Primary teachers’ technological pedagogical and content knowledge. Media Education Research Journal, 23(45): 151-159. https://dx.doi.org/10.3916/C45-2015-16
Tanner KD 2018. Approaches to biology teaching-learning structure matters concerning claim Twenty-one teaching strategies to promote student engagement and cultivate classroom equity. American Society for Cell Biology, 12(3): 322-331. https://doi.org/10.1187/cbe.13-06-0115
Wetzel K, Buss R, Foulger TS and Lindsey LA. 2014. Infusing educational technology in teaching methods courses: successes and dilemmas. Journal of Digital Learning in Teacher Education, 30(3): 89-103. http://dx.doi.org/10.1080/21532974.2014.891877
Yousef Mai M and Hamzah M. 2016. Primary science teachers’ perceptions of technological pedagogical and content knowledge (TPACK) in Malaysia. European Journal of Social Sciences, Education and Research, 3(2): 167–179. https://doi.org/10.26417/ejser.v6i2.p167-179
Angeli C and Ioannou I. 2015. Developing secondary education computer science teachers’ technological pedagogical content knowledge. European Journal of Educational Sciences, 2(2): 9-30. https://doi.org/10.19044/ejes.v2no2a2
Blau I, Peled Y and Nusan A. 2016. Technological, pedagogical and content knowledge in one-to-one classroom: teachers developing “digital wisdom”, Interactive Learning Environments, 24(6): 1215-1230. https://doi.org/10.1080/10494820.2014.978792
Briones LE. 2019. In press. Secretary Briones’ speech on the launch of Sulong Edukalidad. addressing the challenge of quality in basic education. Bulwagan ng Karunungan, Department of Education. Official Statement. https://www.deped.gov.ph/2019/12/04/sulong-edukalidad/. Accessed on 03 December 2019.
Chai C S, Chin CK, Koh JHL and Tan CL. 2013. Exploring Singaporean Chinese language teachers’ technological pedagogical content knowledge and its relationship to the teachers’ pedagogical beliefs. The Asia-Pacific Education Researchers, 22: 657–666. https://doi.org/10.1007/s40299-013-0071-3
Ghavifekr S and Rosdy WAW. 2015. Teaching and learning with technology: Effectiveness of ICT integration in schools. International Journal of Research in Education and Science, 1(2): 175-191.
Gonzales AL. 2018. Exploring technological, pedagogical, and content knowledge (TPACK) and self efficacy belief of Senior High School Biology Teachers in Batangas City. The Palawan Scientist, 10: 29-47.
Jaus HH. 2002. Science is Process, Poduct, and… Science Activities: Classroom Projects and Curriculum Ideas, 39(3): 3-4. https://doi.org/10.1080/00368120209601086
Kurt S. 2018. Technological pedagogical content knowledge (TPACK) framework in Educational Technology. https://educationaltechnology.net/technological-pedagogical-content-knowledge-tpack-framework/. Accessed on 12 May 2018.
Luft JA and Hewson PW. 2014. Research on teacher professional development programs in science. In: Lederman NG and Abell SK (eds). Handbook of Research on Science Education. vol. 2. Routledge, New York, pp. 889-909.
Mercado JN, Panganiban VJ and Ramos TM. 2019. Technology integration in teaching science using TPACK among pre-service science teachers at St. Bridget College, Batangas City, Philippines. IOER International Multidisciplinary Research Journal, 1(1): 63-71.
Mishra P and Koehler M. 2009. Technological pedagogical content knowledge (TPACK) [diagram]. http://tpack.org/tpck/images/tpck/a/a1/tpack-contexts.jpg. Accessed on 20 May 2019.
Mac Callum K, Jeffrey L and Kinshuk. 2014. Comparing the role of ICT literacy and anxiety in the adoption of mobile learning. Computers in Human Behavior, 39: 8-19. https://doi.org/10.1016/j.chb.2014.05.024
Montemayor MT. 2018. ICT is critical ineffective teaching: DepEd. Philippine News Academy, Manila. https://www.pna.gov.ph/articles/1028020. Accessed on 10 June 2019.
Niess ML. 2012. Teacher Knowledge for Teaching with Technology: A TPACK Lens. In Ronau RN, Rakes CR and Niess ML (eds). Educational Technology, Teacher Knowledge, and Classroom Impact: A Research Handbook on Frameworks and Approaches. pp. 1-5.
Owusu KA. 2014. Assessing New Zealand’s high school science teachers’ technological pedagogical content knowledge. https://www.researchgate.net/publication/304990309_Assessing_New_Zealand_high_school_science_teachers'_technological_pedagogical_content_knowledge. Accessed on 05 May 2019.
Roig-Vila R, Mengual-Andres S and Quinto-Medrano P. 2015. Primary teachers’ technological pedagogical content knowledge (TPACK). Comunicar, 45(23): 151-159. http://dx.doi.org/10.3916/C45-2015-16
Riessman CK. 2008. Narrative Methods for the Human Sciences. Sage Publications, Inc. USA. 265pp.
Roig-Vila R, Mengual-Abdes S and Quinto-Medrano P. 2015. Primary teachers’ technological pedagogical and content knowledge. Media Education Research Journal, 23(45): 151-159. https://dx.doi.org/10.3916/C45-2015-16
Tanner KD 2018. Approaches to biology teaching-learning structure matters concerning claim Twenty-one teaching strategies to promote student engagement and cultivate classroom equity. American Society for Cell Biology, 12(3): 322-331. https://doi.org/10.1187/cbe.13-06-0115
Wetzel K, Buss R, Foulger TS and Lindsey LA. 2014. Infusing educational technology in teaching methods courses: successes and dilemmas. Journal of Digital Learning in Teacher Education, 30(3): 89-103. http://dx.doi.org/10.1080/21532974.2014.891877
Yousef Mai M and Hamzah M. 2016. Primary science teachers’ perceptions of technological pedagogical and content knowledge (TPACK) in Malaysia. European Journal of Social Sciences, Education and Research, 3(2): 167–179. https://doi.org/10.26417/ejser.v6i2.p167-179
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