Meta-Analysis Issue

8/16/2019 Meta-Analysis Issue

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TITLE/AUTHOR YEAR ISSUE

1. Factors influencing the

Technological Pedagogical

Content Kn

owledge

(TPACK) among TVET

instructors in MalasianTVET !nstitution

"unnaina #usin Chua$

#a%ri "amil

&'1&

1. esearcher Md. Faruue (&''*) found that among the causes of +oor TVET sstem in ,angladesh

is its low ualit of instructors$ limited +rofessional de-elo+ment +rogram to im+ro-e content

nowledge and +edagogical techniues as well as no control done o-er the ualit of e/+ertise.

&. 0E2C340EV3C re+orted similar +ro5lem found in Malasian TVET sstem where +edagogical

as+ects were not gi-en em+hasi%e in training of no-ice instructors (Ehlers$ &'1'). !n order to im+ro-e the

ualit of instructors$ im+ro-ement to the +rofessional de-elo+ment +rogram is necessar 5 e-aluating the

current +erformance of TVET instructors.

Pur+ose of stud

1. To assess the le-el of com+etenc among TVET instructors 5 e-aluating their +rofessional

nowledge 5ased on TPACK model.&. to im+ro-e the understanding of teacher thining$ offering useful information to the staeholders

in +lanning and organi%ation of +rofessional de-elo+ment +rogram$ im+ro-ement to the

curriculum of instructor +re+aration +rograms as well +ro-ides feed5ac to TVET instructors on

their current +erformance.


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3/20

E/+loring theTPACK framewor

6eanna Archam5ault

"oshua #. ,arnett

&'1'

1. The de-elo+ment of the TPACK framewor has taen the technolog field 5 storm (Co/ 7

?raham$ &''9)$ and -arious researchers ha-e de-elo+ed related curriculum$ te/ts$ +rofessional

de-elo+ment models$ methods of measurement$ as well as ad-ancements to the framewor

itself (Angeli 7 Valanides$ &''9; #arris$ Mishra$ 7 Koehler$ &''9; iess$ &''*; 2chmidt et al.$&''9).

&. while TPACK is +otentiall useful$ es+eciall when conce+tuali%ing how the affordances of technolog might 5e le-eraged to im+ro-e teaching and learning$ it reuires additional

e/amination to understand if technolog$ content$ and +edagog meld together to form the

uniue domains descri5ed 5 framewor.

Purpose of study:-

1. to e/+lore the nature of technological +edagogical content nowledge (TPACK)$ defined as

understanding the connections and interactions 5etween and among content nowledge

(su5@ect4matter that is to 5e taught)$ technological nowledge (com+uters$ the !nternet$ digital

-ideo$ etc.)$ and +edagogical nowledge (+ractices$ +rocesses$ strategies$ +rocedures and

methods of teaching and learning) to im+ro-e student learning.

https://www.researchgate.net/publication/220140408_Revisiting_technological_pedagogical_content_knowledge_Exploring_the_TPACK_framework?enrichId=rgreq-f4c4ee10-f289-48c1-abc1-55e1a65c12f7&enrichSource=Y292ZXJQYWdlOzIyMDE0MDQwODtBUzoxMDQ2MzY0MzAxNTk4ODNAMTQwMTk1ODY3NzkyMA%3D%3D&el=1_x_3https://www.researchgate.net/publication/220140408_Revisiting_technological_pedagogical_content_knowledge_Exploring_the_TPACK_framework?enrichId=rgreq-f4c4ee10-f289-48c1-abc1-55e1a65c12f7&enrichSource=Y292ZXJQYWdlOzIyMDE0MDQwODtBUzoxMDQ2MzY0MzAxNTk4ODNAMTQwMTk1ODY3NzkyMA%3D%3D&el=1_x_3https://www.researchgate.net/publication/220140408_Revisiting_technological_pedagogical_content_knowledge_Exploring_the_TPACK_framework?enrichId=rgreq-f4c4ee10-f289-48c1-abc1-55e1a65c12f7&enrichSource=Y292ZXJQYWdlOzIyMDE0MDQwODtBUzoxMDQ2MzY0MzAxNTk4ODNAMTQwMTk1ODY3NzkyMA%3D%3D&el=1_x_3https://www.researchgate.net/profile/Leanna_Archambault?enrichId=rgreq-f4c4ee10-f289-48c1-abc1-55e1a65c12f7&enrichSource=Y292ZXJQYWdlOzIyMDE0MDQwODtBUzoxMDQ2MzY0MzAxNTk4ODNAMTQwMTk1ODY3NzkyMA%3D%3D&el=1_x_5https://www.researchgate.net/profile/Leanna_Archambault?enrichId=rgreq-f4c4ee10-f289-48c1-abc1-55e1a65c12f7&enrichSource=Y292ZXJQYWdlOzIyMDE0MDQwODtBUzoxMDQ2MzY0MzAxNTk4ODNAMTQwMTk1ODY3NzkyMA%3D%3D&el=1_x_5https://www.researchgate.net/publication/220140408_Revisiting_technological_pedagogical_content_knowledge_Exploring_the_TPACK_framework?enrichId=rgreq-f4c4ee10-f289-48c1-abc1-55e1a65c12f7&enrichSource=Y292ZXJQYWdlOzIyMDE0MDQwODtBUzoxMDQ2MzY0MzAxNTk4ODNAMTQwMTk1ODY3NzkyMA%3D%3D&el=1_x_3https://www.researchgate.net/publication/220140408_Revisiting_technological_pedagogical_content_knowledge_Exploring_the_TPACK_framework?enrichId=rgreq-f4c4ee10-f289-48c1-abc1-55e1a65c12f7&enrichSource=Y292ZXJQYWdlOzIyMDE0MDQwODtBUzoxMDQ2MzY0MzAxNTk4ODNAMTQwMTk1ODY3NzkyMA%3D%3D&el=1_x_3https://www.researchgate.net/publication/220140408_Revisiting_technological_pedagogical_content_knowledge_Exploring_the_TPACK_framework?enrichId=rgreq-f4c4ee10-f289-48c1-abc1-55e1a65c12f7&enrichSource=Y292ZXJQYWdlOzIyMDE0MDQwODtBUzoxMDQ2MzY0MzAxNTk4ODNAMTQwMTk1ODY3NzkyMA%3D%3D&el=1_x_3


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=. Pengetahuan Tenologi

Pedagogi Kandungan (Pt+)

8alam Kalangan ?uru

Matemati 2eolah endah

Khor Mooi Tieng$

6im #ooi 6ian

&'1=

1. Ka@ian dari+ada A5dul a%a !dris dan Chan (&'1') telah menun@uan taha+ +engetahuan dan

emahiran +enggunaan om+uter masih urang dalam alangan guru.

2. or ,aar dan ashita A #adi (&'11) +ula menda+ati guru4guru matemati @arangmenginterasian !CT dalam +enga@aran dan +em5ela@aran matemati walau+un seramai 9


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. E46earning eeds

Assessment among 2tudents

in the Colleges of Education

#amid Mohammad A%imi

&'1= 1. The re-iew of related literature has elicited widel acce+ted definitions of e terms and the

-aria5les used in the stud. As made clear from the com+rehensi-e literature re-iew$ @ust a few

researchers wored on the e4learning needs assessing in higher educational le-el es+eciall in

teacher training colleges$ while the +resent stud was going to shed some light on the students$different su5@ects of studies in colleges$ com+aring institutional t+es of colleges with

reference to their financial inBde+endenc on go-ernmental su++orts. !n the literature re-iew$

e/tant studies regarding awareness$ +erce+tions and attitudes$ gender differences address these

issues$ 5ut remain inadeuate to address Teacher Education in e4learning needs.

Purpose of study:-

Pur+ose of this sur-e stud was to clearl identif ma@or ga+s and needs of e4learning com+onents

among students in the Colleges of Education.

. TPACK dalam Pendidian

2eni Visual> 2atu Ka@ian

Mengenai Kesediaan Pela@ar

Menggunaan E4

Pem5ela@aran dalam

Pem5ela@aran Pendidian

2eni Visual

oslaili Anuar

Dan amani Dan aaria

2%1& 1. o%inah "amaludin (&'') menda+ati 5ahawa an@aan +aradigma dalam masaraat telah

mengu5ah sistem +endidian egara.

&. Pem5angunan serta ases ang luas dari+ada !nternet dan multimedia telah men@adian e4

+em5ela@aran se5agai medium terenal dalam institusi +enga@ian tinggi erana ia menum5ang

e+ada cara ang 5aru dan le5ih 5ai dari+ada +enga@aran secara on-ensional.


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. 2e+erti ang dinataan oleh osli$ (&'1&)$ +ortal e4+em5ela@aran menediaan ruang atau

tem+at e+ada +ela@ar untu mem5uat carian mudah di +el5agai sum5er eletroni se+erti 5uu

eletroni atau sum5er internet ang sangat 5erguna.

Ka@ian ini 5ertu@uan untu menguur taha+ esediaan +ela@ar untu menggunaan

e4+em5ela@aran dalam +em5ela@aran di 0iTM.


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G. 8emogra+hic Factors$

TPACK Constructs$ and

TeachersH Perce+tions of

Constructi-ist43rientedTPACK

"oce #wee 6ing

Koh$ Ching 2ing

Chai1 7 Ching4

Chung Tsai

&'1=

1. some studies show that teachersH TPACK +erce+tions were affected 5 their age$ technological

nowledge$ and +edagogical nowledge (Koh$ Chai$ 7 Tsai$ &'1'; 6ee 7 Tsai$ &'1'; Pierson$

&''1)$ the relationshi+ 5etween these factors and teachersH constructi-ist4oriented TPACK

+erce+tions ha-e et to 5e e/amine

&. 0E2C3Hs !CT com+etenc standards for teachers (0E2C3$ &''*) em+hasi%e that teachers

need nowledge to use !CT for su++orting constructi-ist learning which in-ol-es nowledge

construction and +ro5lem4sol-ing acti-ities within authentic conte/ts (Airasian 7 Dalsh$ 199G;

8uff 7 Cunningham$ 199).

1. Constructi-ist4oriented TPACK +erce+tions of


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*.) !ssues of !CT 0sage among

Malasian 2econdar 2chool

English Teachers

Arumugan aman 7 A5dul

#alim Mohamed

&'1= 1. According to 2amuel 7 aitun (&''G) recent figures released 5 the Ministr of Education

(&''=) shows that =$'' schools are alread eui++ed with com+uter la5oratories$ 99$'''

com+uter units and =$'' ser-ers. !n addition$ a total of *$1&' schools is connected to the

5road5and 2chool4et and a total of 9G$''' la+to+s and G'$''' 6C8 +ro@ectors ha-e 5een

su++lied to teachers teaching core su5@ects (2amuel 7 aitun$ &''G).

&. #owe-er$ there was a +ro5lem identified among secondar school English teachers during

+racticum which is the lac of integration of !CT in teaching English language. This area has

5een studied 5 man 5ut the teachersH +erce+tion of !CT$ their +ercentage of usage and

dominanc of the o5stacles the face are still uestiona5le.

1. To assess secondar school English teachersH +erce+tion towards integrating !CT in teaching

English language.&. To find out the usage le-el of !CT among secondar school English teachers in teaching English

language.


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integrating !CT in teaching English language.

9.) Effect of lesson stud on +re4

ser-ice secondar teachersI

technological +edagogical

content nowledge

Chew Cheng Meng

6im Cha+ 2am

Dun Thiam ew

6im #ooi 6ian

&'1<

The o5@ecti-e of this stud was to e/amine the effect of 6esson 2tud (62) on +re4ser-ice secondar

teacherHs TPACK for teaching mathematic with The ?eometerHs 2etch+ad (?2P)

!ssues> 8id 6esson 2tud (62) can effect on +re4ser-ice secondar teacherHs TPACK for teaching

mathematic with The ?eometerHs 2etch+ad (?2P)J


10/20

1'. Technological Pedagogical

and Content Knowledge

(TPACK) of English

Teachers in Pean5aru$ iau$

!ndonesia

Mahdum

&'1 Teacher could teach students with these two com+etences. #owe-er$ recentl$ teachers should also add

new master into their com+etence re+ertoire$ namel technolog com+etence. , ha-ing such

com+etences$ teachers are e/+ected to 5e a5le to integrate the com+etences for their teaching needs. To

5e a5le to do so$ teachers need to master three inds of nowledge$ namel technological nowledge$

+edagogical nowledge$ and content nowledge.

Pur+ose of stud>

1. 8iscuss TPACK of senior high school English teachers in Pean5aru.&. #ow in ser-ice teachers de-elo+ and a++l TPACK throughout their teaching.

11. Testing a TPACK4

,ased Technolog

!ntegration

Assessment u5ric

"udith ,. #arris

eal ?randgenett

Mar #ofer

&'1' 1. Man researcher +romoted to use TPACK in classroom $ immersi-e$ content45ased a++roaches$

such as instructional modeling (iess$ &'')$ colla5orati-e lesson stud with uni-ersit

researchers (?roth$ 2+icler$ ,ergner$ 7 ,ard%ell$ &''9)$ and meta4cogniti-e e/+loration of

deicticL TPACK that emerges as curricula and technologies change (#ughes 7 2char5er$

&''*). 2till others +romote acti-e$ +rofessional reflection and inuir.

&. 8awson (&''G) and Pierson (&''*)$ for e/am+le$ suggest TPACK as a focus for teachersH action

research. Mou%a 7 Dong (&''9) +ro+ose a TPACK45ased case de-elo+ment strateg in which

teachers learn from their +ractice.


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decision4maing. #arris and #ofer (&''; &''9) draw u+on research a5out teachersH +lanning

+ractices to suggest a learning acti-ities45ased a++roach to selecting and com5ining curriculum4

eed teachingBlearning strategies and com+lementar educational technologies.

Pur+ose of stud>

i. Although there is e-er4increasing em+hasis on integrating technolog in teaching$ there are few

well4tested and refined assessments to measure the ualit of this integration.ii. The few measures that are a-aila5le tend to fa-or constructi-ist a++roaches to teaching$ and

thus do not accuratel assess the ualit of technolog integration across a range of different

teaching a++roaches.iii. De ha-e de-elo+ed a more +edagogicall inclusi-eL instrument that reflects e TPACK

conce+ts and that has +ro-en to 5e 5oth relia5le and -alid in two successi-e rounds of testing1&. Technological Pedagogical

Content Knowledge

(TPACK) in Action> A

8escri+ti-e 2tud of

2econdar TeachersH

Curriculum4,ased$

Technolog4elated

!nstructional Planning

"udith ,. #arris

Mar ". #ofer

&'11 1. 2uccessful technolog integration is rooted +rimaril in curriculum content and content4related

learning +rocesses$ and secondaril in sa-- use of educational technologies (#arris$ Mishra$ 7

Koehler$ &''9).

&. To effecti-el integrate educational technologies into instruction$ K1& teachersH +lanning must

occur at the ne/us of curriculum reuirements$ studentsH learning needs$ a-aila5le technologiesH

affordances and constraints$ and the realities of school and classroom conte/ts.


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. #ow can this nowledge 5e de-elo+J

Pur+ose of stud>

i. #ow does teachersH technological +edagogical content nowledge (TPACK) inform their

instructional +lanningJii. #ow can this nowledge 5e enhancedJ

8ata generation and analsis in this stud focused. These are>

• Pedagogical content nowledge (PCK)> 2hulmanHs construct a5out how to teach s+ecific

content45ased material

• Technological content nowledge (TCK)> #ow to select technologies that 5est em5od and

su++ort +articular content45ased +rece+ts

• Technological +edagogical nowledge (TPK)> #ow to use +articular technologies in teaching

•

Technological +edagogical content nowledge (TPCKBTPACK)> #ow to teach s+ecific content4 5ased material$ using technologies that 5est em5od and su++ort it$ in was that are

a++ro+riatel matched to studentsH needs and +references

1

&'1 1. The influence of learning games has 5een studied in K41& settings with fa-ora5le outcomes as

the ha-e 5een considered OOan agent for changeHH in the classroom (it%hau+t et al. &'1'$ +.

1*9).


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0sing the TPACK

Framewor to Anal%e

Effects on Practice

Michael A. E-ans $

Miguel ino$ Kir5

8eater48ecard 7

Mido Chang

&. The im+lementation of digital game 5ased learning in the classroom 5rings to the forefront the

issue of teacher +rofessional de-elo+ment due to +otential changes that tae +lace in the

+rocess.

1. #ow teachers from two contiguous school districts in southwest Virginia im+lemented The

CandFactor$ an iPad4s+ecific learning game that focuses on +re4alge5raic conce+ts$

+articularl fraction nowledge

&. To e/em+lif the most salient


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The im+lementation and ado+tion of the TPACK framewor using uantitati-e methodologies$

including the TPACK sur-e$ ha-e 5een well documented in Asia.

There are fewer studies that ha-e used TPACK as a lens to e-aluate a s+ecific technolog such as a

learning game$ es+eciall using a ualitati-e4dri-en methodolog.

1=. E/+loring the role of

TPACK and teacher self4

efficac> anethnogra+hic case

stud of three iPad language

arts classes

Mar ?ene 2audelli

and Katia Ciam+a

&'1= 1. This ethnogra+hic research stud in-estigated three elementar teachersH +ercei-ed self4efficac

5eliefs and their attitudes toward mo5ile technolog enhanced instruction.

&. 0sing technological +edagogical content nowledge (TPACK) as a guiding theor$ the authors

sought to determine whether and how the three nowledge com+onents that form the

foundation of the TPACK framewor technological$ +edagogical or content nowledge ha-e

similar le-els of influence on teachersH language arts teaching +ractices.


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. Technolog attitude +ositi-el and significantl affects +ercei-ed com+uter self4efficac$

com+uter an/iet and com+uter su++orted education

35@ecti-e>

a) To in-estigate three elementar teachersH +ercei-ed self4efficac 5eliefs and their attitudes toward

mo5ile technolog enhanced instruction.

5) To determine whether and how the three nowledge com+onents that form the foundation of the

TPACK frameworTechnological$ +edagogical or content nowledge ha-e similar le-els of

influence on teachersH language arts teaching +ractices.

c) #ow each teacher incor+orated i+ad technologicall enhanced +edagogical +ractices and made

connections to their 5eliefs a5out the role of technolog and education.

1. E/+loring the TPACK of

Taiwanese elementar

mathematics and science

teachers with res+ect to use

of interacti-e white5oards

2h4"ong "ang 7

Meng4Fang Tsai

&'1& 35@ecti-es >

To e/amine the differences 5etween elementar mathematics and science teachersH TPACK with

res+ect to current use of !D,s

To e/amine the differences among elementar teachersH TPACK 5 teaching su5@ects$ gender$ and

teaching e/+eriences.

!ssues>

The interacti-e white5oard is one of the technological tools that ha-e 5een 5ecoming widel used 5


16/20

school

teachers. #owe-er$ there are still man mathematics and science teachers who ha-e not +re-iousl used

!D,s ("ang$ &'1').

Although the notion of TPACK has 5een gaining recognition and acce+tance 5 educational

researchers in recent ears$ research on the assessment of teachersH TPACK is @ust 5eginning

e-iewing these TPACK4related uestionnaires and sur-es most of the instruments in-ol-e the use of

!CT technolog and measure +re4ser-ice teachersH TPACK.

Found onl a small num5er of ualit instruments that measure elementar in4ser-ice teachersH TPACK

(?raham et al.$ &''9)$ and few used !D, technolog in these conte/ts. To 5etter understand in4ser-ice

elementar mathematics and science

teachersH current use of !D,s and their TPACK thus 5ecome the need of this stud.

!V > teaching su5@ects$ gender$ and teaching e/+eriences

8V> TPACKHs score


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1G. 2tuding Challenges in

!ntegrating Technolog in

2econdar Mathematics with


and Content Knowledge

(TPACK)

8orian 2toilescu

&'1=

Pur+ose of stud>

1. To understand e/istent +edagogical de-elo+ment ideas and +edagogical models of nowledge in

the conte/t of integration of technolog into mathematics education 5 e/+erienced teachers.

&. To document and anal%e secondar school mathematics teachersH choice in integratingtechnolog.

!ssues >

i. Challenges intersect 5etween technolog and conte/t. 2ome limitations were due to challenges +osed 5 the technolog$ either hardware or software +ro5lems.

ii. 6ac of com+uter technolog.

!V > Two secondar mathematics teacher

with o-er 14e/+erience

8V > Challenges that teacher face andwas of im+ro-ing strategies of

integrating !CT instruction.


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1*. TeachersH technological

Pedagogical Content

Knowledge 2elf4 Efficacies

!5rahim asar Ka%u

Pinar Erten

&'1=

Pur+ose of stud >

1. To determine teachersH -iews on technological +edagogical content nowledge (TPACK)$ their

self4efficac$and whether these -iews changed according to se/$ age$ +eriod of ser-ice$ facult

graduated from 5ranch$ access to the internet$ the use of technolog le-el$ and access to in4

ser-ice training which is oriented to the use of technolog.

&. To determine the difference 5etween teachersH self4efficac +erce+tions on TK and TPK

according to the facult graduated from.

esearch uestion>

1. Dhat are the o+inions of teachers regarding their self4efficac in technological +edagogical

content nowledgeJ

&. #ow do the o+inions of teachers on their self4efficac in technological +edagogical content

nowledge change according to se/$ age$ +eriod of ser-ice$ the facult graduated from$ 5ranch$

the situation of access to technolog$ and the le-el of use of the technolog$ and the situation ofin4ser-ice training oriented towards the use of technologJ

!V > Po+ulation of the stud was


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com+osed of +rimar school teachers

who held office in the Ela%ig cit

center in Ture in the academic

ear &'114&'1&.

8V > TeachersH TPACK self efficacies

according to the -aria5le of

se/$age$+eriod of ser-ice$facult

graduated from$ 5ranch$ access to

technolog$the use of technolog

le-el and in4ser-ice training that is

oriented to the use of technolog.19. Assessing Pre4ser-ice

English as a Foreign

6anguage TeachersH


Content Knowledge

#sein Q%

&'1 esearch Ruestion >

1) #ow well does an E6T teacher education +rogram +re+are EF6 teachers with res+ect to their le-els

of TPACK de-elo+mentJ

&) !s there a significant difference in +re4ser-ice EF6 teachersH de-elo+ment of TPACK 5 gender and

academic achie-ementJ


20/20

&'. An !n-estigation of Pre4

ser-ice TeachersH Technological

Pedagogical Content Knowledge

,ased on a Variet of

Characteristics

Feride Karaca

&'1= 35@ecti-e> To e/amine +re4ser-ice teachersH Technological Pedagogical Content Knowledge (TPACK)

and how it differs 5ased on a -ariet of characteristics (i.e. gender$ grade le-el$ t+e of high school

graduated$ +ossession of different technologies)

esearch Ruestion>

1. Dhat are the +re4ser-ice teachersH le-el of Technological Pedagogical Content Knowledge

(TPACK)J

&. 8o +re4ser-ice teachersH TPACK scores -ar with res+ect to gender$ grade le-el$ ind of high

schools the ha-e graduated from$ their reasons for choosing their +rofessions$ their +erce+tions

of the -alue of school e/+erience courses and their +ossessions of different technologies at

homeJ

2tudentsH

+erce+tions

"un4"ie Tseng

&'1 35@ecti-e> To +resent a 5alanced assessment of TPACK 5 in-estigating studentsH +erce+tions of their

teachersH TPACK.

esearch Ruestion> Dhat were EF6 studentsH +erce+tions of their teachersH TPACKJ

!V> TeachersH TPACK

8V > 2tudentsH +erce+tion

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