Skip to main content

Advertisement

SpringerLink
Log in

Exploring relationships among TPACK constructs and ICT achievement among trainee teachers

  • Published:
Education and Information Technologies Aims and scope Submit manuscript

Abstract

Teaching in the classroom today can no longer sustain the interest of students and be effective if the process involves traditional approach - teachers as sole provider of content information. In recent years technology has played a significant role in transforming education to more progressive and interactive activities. However the use of technology itself does not produce positive results in quality of learning and students’ achievement. Teachers must be competent in subject knowledge, pedagogical skills and technological know-how. The Technological Pedagogical Content Knowledge or TPACK as a conceptual framework can guide teachers to understand the complex relations between the six components of the model. There has been numerous studies on TPACK in international contexts beyond cultural and language boundaries. This paper examined recent studies on TPACK in various countries and reports findings from a study conducted with student teachers in the UAE.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Fig. 1
Fig. 2
Fig. 3

Similar content being viewed by others

References

  • Barclay, D., Higgins, C., & Thompson, R. (1995). The Partial Least Squares (PLS) approach to causal modeling: personal computer adoption and uses as an illustration. Technology Studies, 2, 285–309.

    Google Scholar 

  • Bartlett, M. S. (1954). A note on the multiplying factors for various chi square approximations. Journal of the Royal Statistical Society, 16(Series B), 296–298.

    MATH  Google Scholar 

  • Bate, F. G., Day, L., & Macnish, J. (2013). Conceptualising changes to pre-service teachers’ knowledge of how to best facilitate learning in mathematics: a TPACK inspired initiative. Australian Journal of Teacher Education, 38(5), n5.

    Article  Google Scholar 

  • Catell, R. B. (1966). The scree test for the number of factors. Multivariate Behavioral Research, 1, 245–276.

    Article  Google Scholar 

  • Celik, I., Sahin, I., Kiray, A., & Simsek, H. (2015). Case studies for educators based on TPACK framework. In M. Khine (Ed.), New directions in technological pedagogical content knowledge research: Multiple perspectives (pp. 377–376). Charlotte: Information Age Publishing.

    Google Scholar 

  • Chai, C. S., Koh, J. H. L., Tsai, C. C., & Lee Wee Tan, L. (2011). Modeling primary school pre-service teachers’ technological pedagogical content knowledge (TPACK) for meaningful learning with information and communication technology (ICT). Computers & Education, 57(1), 1184–1193.

    Article  Google Scholar 

  • Chang, Y., Jang, S. J., & Chen, Y. H. (2015). Assessing university students’ perceptions of their Physics instructors’ TPACK development in two contexts. British Journal of Educational Technology, 46(6), 1236–1249.

    Article  Google Scholar 

  • Chin, W. W. (1998). Issues and opinion on structural equation modeling. MIS Quarterly, 22, vii–xvi.

    Google Scholar 

  • Cohen, J. (1988). Statistical power analysis for the behavioral sciences. Hillsdale: Routledge.

    MATH  Google Scholar 

  • Erdogan, A., & Sahin, I. (2010). Relationship between math teacher candidates’ Technological Pedagogical and Content Knowledge (TPACK) and achievement. Procedia Social and Behavioral Sciences, 2, 2707–2711.

    Article  Google Scholar 

  • Falk, R. F., & Miller, N. B. (1992). A primer for soft modeling. Akron: University of Akron Press.

    Google Scholar 

  • Fornell, C., & Larcker, D. F. (1981). Evaluating structural equation models with unobservable variables and measurement error. Journal of Marketing Research, 18, 39–50.

    Article  Google Scholar 

  • Graham, C. (2011). Theoretical considerations for understanding Technological Pedagogical Content Knowledge (TPACK). Computers & Education, 57(3), 1953–1960. doi:10.1016/j.compedu.2011.04.010.

    Article  Google Scholar 

  • Hair, J., Black, W., Babin, B., & Anderson, R. (2010). Multivariate data analysis (7th ed.). Upper Saddle River: Prentice-Hall.

    Google Scholar 

  • Horn, J. L. (1965). A rationale and test for the number of factors in factor analysis. Psychometrika, 30, 179–185.

    Article  Google Scholar 

  • Hu, L., & Bentler, P. M. (1995). Evaluating model fit. In R. Hoyle (Ed.), Structural equation modelling: Issues, concepts, and applications (pp. 76–99). Newbury Park: Sage.

    Google Scholar 

  • Kafyulilo, A., Fisser, P., Pieters, J., & Voogt, J. (2015). ICT use in science and mathematics teacher education in Tanzania: developing technological pedagogical content knowledge. Australasian Journal of Educational Technology, 31(4), 381–399.

    Article  Google Scholar 

  • Kaiser, H. (1974). An index of factorial simplicity. Psychometrika, 39, 31–36.

    Article  MATH  Google Scholar 

  • Khine, M. S. (2015). Technology-enhanced learning and TPACK. In M. Khine (Ed.), New directions in technological pedagogical content knowledge research: Multiple perspectives (pp. 3–8). Charlotte: Information Age Publishing.

    Google Scholar 

  • Kline, R. B. (2010). Principles and practice of structural equation modeling (3rd ed.). New York: Guilford Press.

    MATH  Google Scholar 

  • Koehler, M. J., & Mishra, P. (2008). Handbook of technological pedagogical content knowledge (TPCK) for educators. New York: Routledge.

  • Koh, J. H. L., Chai, C. S., & Tsai, C. C. (2014). Demographic factors, TPACK constructs, and teachers’ perceptions of constructivist-oriented TPACK. Educational Technology & Society, 17(1), 185–196.

    Google Scholar 

  • Kopcha, T. J., Ottenbreit-Leftwich, A., Jung, J., & Baser, D. (2014). Examining the TPACK framework through the convergent and discriminant validity of two measures. Computers & Education, 78, 87–96.

    Article  Google Scholar 

  • Kwon, H. (2013). Knowledge about technology integration of Korean preservice teachers. Advanced Science and Technology Letters, 36, 97–102.

    Google Scholar 

  • Lye, L. T. (2013). Opportunities and challenges faced by private higher education institution using the TPACK model in Malaysia. Procedia-Social and Behavioral Sciences, 91, 294–305.

    Article  Google Scholar 

  • Marcelo, C., & Yot, C. (2015). Pedagogies of working with technology in Spain. In International teacher education: Promising pedagogies (Part B) (pp. 329–357). Emerald Group Publishing Limited.

  • Mishra, P., & Koehler, M. (2006). Technological pedagogical content knowledge: a framework for teacher knowledge. The Teachers College Record, 108(6), 1017–1054.

    Article  Google Scholar 

  • Mouza, C., Karchmer-Klein, R., Nandakumar, R., Ozden, S. Y., & Hu, L. (2014). Investigating the impact of an integrated approach to the development of preservice teachers’ Technological Pedagogical Content Knowledge (TPACK). Computers & Education, 71, 206–222. doi:10.1016/j.compedu.2013.09.020.

    Article  Google Scholar 

  • Nunnally, J. C., & Bernstein, I. H. (1994). Psychometric theory (3rd ed.). New York: McGraw-Hill.

    Google Scholar 

  • Pallant, J. (2013). SPSS survival manual: A step-by-step guide to data analysis using IBM SPSS (5th ed.). New York: McGraw Hill.

    Google Scholar 

  • Raykov, T., & Marcoulides, G. A. (2008). An introduction to applied multivariate analysis. New York: Taylor and Francis.

    MATH  Google Scholar 

  • Saengbanchong, V., Wiratchai, N., & Bowarnkitiwong, S. (2014). Validating the technological pedagogical content knowledge appropriate for instructing students (TPACK-S) of pre- service teachers. Procedia- Social and Behavioral Sciences, 116, 524–530.

    Article  Google Scholar 

  • Schmidt, D. A., Baran, E., Thompson, A. D., Mishra, P., Koehler, M. J., & Shin, T. S. (2009). Technology Pedagogical Content Knowledge (TPACK): the development and validation of an assessment instrument for preservice teachers. Journal of Research on Technology in Education, 42(2), 123–149.

    Article  Google Scholar 

  • Sheffield, R., Dobozy, E., Gibson, D., Mullaney, J., & Campbell, C. (2015). Teacher education students using TPACK in science: a case study. Educational Media International, 1–12.

  • Shulman, L. S. (1986). Those who understand: knowledge growth in teaching. Educational Researcher, 15(2), 4–14.

    Article  Google Scholar 

  • Srisawasdi, N. (2012). Student teachers’ perceptions of computerized laboratory practice for science teaching: A comparative analysis. Procedia - Social and Behavioral Sciences, 46, 4031–4038.

    Article  Google Scholar 

  • Tabachnick, B. G., & Fidell, L. S. (2007). Using multivariate statistics (5th ed.). Boston: Pearson Education.

    Google Scholar 

  • Tomte, C., Enochsson, A., Buskqvist, U., & Karstein, A. (2015). Educating online student teachers to master professional digital competence: the TPACK-framework goes online. Computers and Education, 84, 26–35. doi:10.1016/j.compedu.2015.01.005.

    Article  Google Scholar 

  • Voogt, J., Fisser, P., Pareja Roblin, N., Tondeur, J., & van Braak, J. (2013). Technological pedagogical content knowledge - a review of the literature. Journal of Computer Assisted Learning, 29(2), 109–121.

    Article  Google Scholar 

  • Watkins, M. W. (2000). Monte Carlo PCA for parallel analysis [computer software]. State College: Ed & Psych Associates.

    Google Scholar 

  • Yurdakul, I. K., & Coklar, A. N. (2014). Modeling preservice teachers’ TPACK competencies based on ICT usage. Journal of Computer Assisted Learning, 30(4), 363–376.

    Article  Google Scholar 

  • Yurdakul, I. K., Odabasi, H. F., Kilicer, K., Cokar, A. N., Birinci, G., & Kurt, A. A. (2012). The development, validity and reliability of TPACK-deep: a technological pedagogical content knowledge scale. Computers & Education, 58, 964–977. doi:10.1016/j.compedu.2011.10.012.

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Emirates College for Advanced Education, Murror Road, Abu Dhabi, United Arab Emirates

    Myint Swe Khine & Nagla Ali

  2. Petroleum Institute, Abu Dhabi, United Arab Emirates

    Ernest Afari

Authors
  1. Myint Swe Khine
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Nagla Ali
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Ernest Afari
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Myint Swe Khine.

Appendices

Appendix A

Table 6

Table 6 Descriptive Statistics of the Items in the TPACK
Full size table

Appendix B

Table 7

Table 7 Pattern and structure matrix for PCA with oblimin rotation of six factor solution of TPACK items
Full size table

Rights and permissions

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Khine, M.S., Ali, N. & Afari, E. Exploring relationships among TPACK constructs and ICT achievement among trainee teachers. Educ Inf Technol 22, 1605–1621 (2017). https://doi.org/10.1007/s10639-016-9507-8

Download citation

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s10639-016-9507-8

Keywords

Search

Navigation