Technology Pedagogical Content Knowledge(TPCK) and Techno Pedagogy Integration Skill ( TPIS) Among Pre-Service Science Teachers- Case Study of a University Based ICT Based Teacher Education Curriculum

Abstract

The research is partly financed by University of Malaya  Research  Grant

Abstract

The paper is an attempt to evaluate  an effective Technology  based Teacher Education course for Pre Service Science Teachers. The Technology in Science Education – a core course - is prescribed for an University based Pre-Service Science teachers Education program. The  particular course is evaluated based on the TPACK framework which is an extension of the pedagogical content knowledge (Shulman,1986).The TPACK framework offers a viable and effective  means  for actual tryout  of a  Technology enabled  Teacher Education Program. The volume of research that extruded from the TPCK/TPACK construct has provided deeper understanding of how teacher knowledge is related to pedagogical integration of digital technologies in educational contexts. As part of  curricular transaction during the eleven week semester, the seven  dimensions  of  TPACK viz., Technology Knowledge(TK), Content  Knowledge (CK), Pedagogical Knowledge( PK), Technology Content Knowledge (TCK), Pedagogical content Knowledge (PCK), Technology Pedagogical Knowledge (TPK),TPACK (Technology pedagogical Content  Knowledge)  and  an  eighth  dimension TechnoPedagogy Integration Skill ( TPIS) was evaluated with reference to the attainment of concepts and acquisition of skills. The effectiveness of the course was  assessed by  a  Pre service Teacher’s TPACK assessment inventory which comprised of an achievement test in Science which assessed pre service teachers attainment of science related concepts based on School level Science. The inventory comprised of  a list of questions which pertain to the 7 dimensions as identified by the TPACK framework, The abbreviations and explanations are the same used by Mishra and Kohler( 2006). TechnoPedagogical Integration Skill (TPIS) was assessed by the  assessment of teaching performance using technology before and after the course. Studies  have reported  that  the  implementation of TPACK  framework has  contributed to enhancement of   Technological and Pedagogical concepts  related to the subject (Hammond & Manfra, 2009a; Khan, 2011; Manfra & Hammond, 2008; Schul, 2010a, 2010b,Chai ,Koh and Tsai, 2013,Angeli & Valanides, 2005; Bowers & Stephens, 2011; Mishra & Koehler, 2006; Tee & Lee, 2011; Shafer, 2008). Similar attempts have been  done earlier to  assess  the impact of  TPACK using reliable and valid instruments (Schmidt However, the present study  attempts to evaluate the  effectiveness of  a teacher preparation course with respect to  technological and pedagogical skill  acquisition and deployment for teaching science. Content Analysis of the course  modules  highlighted  possibilities to draw  parallels  with  the TPACK  framework and  it was thus  that is was  used  as a  frame of reference for  the study. 

Keywords: TPCK, University based ICT incorporated Teacher education curriculum, Pre service Science teachers

DOI: 10.7176/JEP/11-6-07

Publication date: February 29^th 2020