Development of TPACK with Web 2.0 tools: Design-based study

Tugba Uygun 1 * , Ali Sendur 1, Rahime Dere 1, Bilal Ozcakir 1
More Detail
1 Faculty of Education, Alanya Alaaddin Keykubat University, Antalya, TURKEY
* Corresponding Author
EUR J SCI MATH ED, Volume 11, Issue 3, pp. 445-465. https://doi.org/10.30935/scimath/12907
Published Online: 29 January 2023, Published: 01 July 2023
OPEN ACCESS   1025 Views   500 Downloads
Download Full Text (PDF)

ABSTRACT

This mixed-method study, which aimed to examine the development of teacher candidates, was organized as a design-based study. During the 14-week instructional sequence, pre-service teachers were given training based on the designed hypothetical learning trajectory. The data collected through the lesson plans before and after the training and interviews were organized and analyzed by using the rubric prepared within the scope of Web 2.0 tools by the researchers. Moreover, the pre-training and post-training scores obtained using this performance rubric were analyzed with the related sample t-test. In addition, learning packages and interviews were analyzed using content analysis technique. The findings showed that there was an improvement in the technological pedagogical content knowledge of the pre-service mathematics teachers with the training provided for the use of Web 2.0 tools in mathematics education. In the study, an alternative educational content that can be used in lessons related to instructional technologies in undergraduate programs that train mathematics teachers has been prepared.

CITATION

Uygun, T., Sendur, A., Dere, R., & Ozcakir, B. (2023). Development of TPACK with Web 2.0 tools: Design-based study. European Journal of Science and Mathematics Education, 11(3), 445-465. https://doi.org/10.30935/scimath/12907

REFERENCES

  • Agyei, D. D., & Voogt, J. (2012). Developing technological pedagogical content knowledge in pre-service mathematics teachers through collaborative design. Australasian Journal of Educational Technology, 28(4), 547-564. https://doi.org/10.14742/ajet.827
  • Ajjan, H., & Hartshorne, R. (2008). Investigating faculty decisions to adopt Web 2.0 technologies: Theory and empirical tests. Internet and Higher Education, 11(2), 71-80. https://doi.org/10.1016/j.iheduc.2008.05.002
  • Akyuz, D. (2018). Measuring technological pedagogical content knowledge (TPACK) through performance assessment. Computers & Education, 125, 212-225. https://doi.org/10.1016/j.compedu.2018.06.012
  • Albion, P. R. (2008). Web 2.0 in teacher education: Two imperatives for action. Computers in the Schools, 25(3/4), 181-198. https://doi.org/10.1080/07380560802368173
  • Angeli, C., & Valanides, N. (2009). Epistemological and methodological issues for the conceptualization, development, and assessment of ICT-TPCK: Advances in technology and pedagogical content knowledge (TPCK). Computers & Education, 52, 154-168. https://doi.org/10.1016/j.compedu.2008.07.006
  • Barab, S., & Squire, K. (2004). Design-based research: Putting a stake in the ground. Journal of the Learning Sciences, 13(1), 1-14. https://doi.org/10.1207/s15327809jls1301_1
  • Belland, B. R. (2009). Using the theory of habitus to move beyond the study of barriers to technology integration. Computers & Education, 52, 353-364. https://doi.org/10.1016/j.compedu.2008.09.004
  • Bilici, S., & Guler, C. (2016). Investigation of teachers’ TPACK levels with respect to use of instructional technologies. Elementary Education Online, 15(3), 898-921.
  • Bustamante, C. (2017). TPACK and teachers of Spanish: Development of a theory-based joint display in a mixed methods research case study. Journal of Mixed Methods Research, 13(2), 163-178. https://doi.org/10.1177/1558689817712119
  • Caliskan, S., Guney, Z., Sakhieva, R. G., Vasbieva, D. G., & Zaitseva, N. A. (2019). Teachers’ views on the availability of Web 2.0 tools in education. International Journal of Emerging Technologies in Learning, 14(22), 70-81. https://doi.org/10.3991/ijet.v14i22.11752
  • Carlson, R., & Gooden, J. (1999). Are teacher preparation programs modeling technology use for pre-service teachers? ERS Spectrum, 17(3), 11-15.
  • Cetin, I. (2017). The investigation of changes in technological pedagogical content knowledge (TPCK) proficiencies and levels of mathematics teacher candidates in secondary education [Unpublished doctoral dissertation]. Necmettin Erbakan University.
  • Chai, C. S. (2019). Teacher professional development for science, technology, engineering, and mathematics (STEM) education: A review from the perspectives of technological pedagogical content (TPACK). The Asia-Pacific Education Researcher, 28(1), 5-13. https://doi.org/10.1007/s40299-018-0400-7
  • Chai, C. S., Koh, J. H. L., & Tsai, C. C. (2010). Facilitating preservice teachers’ development of technological, pedagogical, and content knowledge (TPACK). Educational Technology & Society, 13(4), 63-73.
  • Clements, D. H., & Sarama, J. (2004). Early childhood mathematics learning. In F. K. Lester Jr. (Ed.), Second handbook of research on mathematics teaching and learning (pp. 461-555). Information Age Publishing.
  • Cobb, P., Confrey, J., diSessa, A., Lehrer, R., & Schauble, L. (2003). Design experiments in educational research. Educational Researcher, 32(1), 9-13. https://doi.org/10.3102/0013189X0320010099
  • Corcoran, T., Mosher, F. A., & Rogat, A. (2009). Learning progressions in science: An evidence-based approach to reform (RR-63). Consortium for Policy Research in Education (CPRE), Teachers College, Columbia University. https://doi.org/10.12698/cpre.2009.rr63
  • Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. Pearson.
  • Ferdig, R. (2007). Examining social software in teacher education. Journal of Technology and Teacher Education, 15(1), 5-10.
  • Garofalo, J., Drier, H., Harper, S., Timmerman, M. A., & Shockey, T. (2000). Promoting appropriate uses of technology in mathematics teacher preparation. Contemporary Issues in Technology and Teacher Education, 1(1), 66-88.
  • Graham, M. A., Mokgwathi, M. S., & Fraser, W. (2018). The relationship between grade 9 teacher’s and learner’s perceptions and attitudes with their mathematics achievement. International Journal of Instruction, 12(1), 841-850. https://doi.org/10.29333/iji.2019.12154a
  • Gravemeijer, K., & Cobb, P. (2006). Design research from a learning design perspective. In J. van den Akker, K. Gravemeijer, S. McKenney, & N. Nieveen (Eds), Educational design research (pp. 17-51). Routledge.
  • Gravetter, F. J., & Wallnau, L. B. (2013). Statistics for the behavioral sciences: International edition. Wadsworth/Cengage Learning.
  • Greenhow, C. (2007). What teacher education needs to know about Web 2.0: Preparing new teachers in the 21st century. In C. Crawford, D. A. Willis, R. Carlsen, I. Gibson, K. McFerrin, J. Price, & R. Weber (Eds.), Proceedings of the Society for Information Technology and Teacher Education International Conference. AACE.
  • Grosseck, G. (2009). To use or not to use Web 2.0 in higher education? Procedia-Social and Behavioral Sciences, 1(1), 478-482. https://doi.org/10.1016/j.sbspro.2009.01.087
  • Guerrero, S. (2010). Technological pedagogical content knowledge in the mathematics classroom. Journal of Digital Learning in Teacher Education, 26(4). 132-139.
  • Habre, S., & Grunmeier, T. A. (2007). Prospective mathematics teachers’ views on the role of technology in mathematics education. IUMPST: The Journal, 3(Technology).
  • Haris, M., Yunus, M., & Badusah, J. (2017). The effectiveness of using Padlet in ESL classroom. International Journal of Advanced Research, 5(2), 783-788. https://doi.org/10.21474/IJAR01/3214
  • Harris, A. L., & Rea, A. (2009). Web 2.0 and virtual world technologies: A growing impact on is education. Journal of Information Systems Education, 20(2), 137-144.
  • Harrison, R., & Thomas, M. (2009). Identity in online communities: Social networking sites and language learning. International Journal of Emerging Technologies & Society, 7(2), 109-124.
  • Hew, K. F., & Brush, T. (2007). Integrating technology into K-12 teaching and learning: Current knowledge gaps and recommendations for future research. Educational Technology Research and Development, 55(3), 223-252. https://doi.org/10.1007/s11423-006-9022-5
  • Hinduja, S., & Patchin, J. W. (2008). Personal information of adolescents on the Internet: A quantitative content analysis of MySpace. Journal of Adolescence, 31, 125-146.
  • Hossain, M. M., & Wiest, L. R. (2013). Collaborative middle school geometry through blogs and other Web 2.0 technologies. Journal of Computers in Mathematics and Science Teaching, 32(3), 337-352.
  • Istenic Starčič, A., Cotic, M., Solomonides, I., & Volk, M. (2016). Engaging pre-service primary and preprimary schoolteachers in digital storytelling for the teaching and learning of mathematics. British Journal of Educational Technology, 47(1), 29-50. https://doi.org/10.1111/bjet.12253
  • Jakes, D. (2007). Web 2.0 and the new visual literacy. Technology and Learning, 27(9), 21.
  • Jang, S. J., & Chen, K. C. (2010). From PCK to TPACK: Developing a transformative model for pre-service science teachers. Journal of Science Education and Technology, 19(6), 553-564. https://doi.org/10.1007/s10956-010-9222-y
  • Jones, N., Blackey, H., Fitzgibbon, K., & Chew, E. (2010). Get out of MySpace! Computers & Education, 54(3), 776-782. https://doi.org/10.1016/j.compedu.2009.07.008
  • 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. https://doi.org/10.14742/ajet.1240
  • Karaca, F., & Aktas, N. (2019). Ortaöğretim kurumu öğretmenlerinin Web 2.0 uygulamaları için haberdarlıklarının, yeterlilik düzeylerinin, kullanım sıkılıklarının ve eğitsel amaçlı kullanım biçimlerinin incelenmesi [An exploration of secondary school teachers’ awareness, competency, and utilization of Web 2.0 technologies for educational purposes]. Erzincan Üniversitesi Eğitim Fakültesi Dergisi [Journal of Erzincan University Faculty of Education], 21(2), 212-230. https://doi.org/10.17556/erziefd.473412
  • Karaoglan Yilmaz, F. G., Ozdemir, B. G., & Yasar, Z. (2018). Using digital stories to reduce misconceptions and mistakes about fractions: An action study. International Journal of Mathematical Education in Science and Technology, 49(6), 867-898. https://doi.org/10.1080/0020739X.2017.1418919
  • Karatas, I., Tunc, M. P., Demiray, E., & Yilmaz, N. (2016). Öğretmen adaylarının matematik öğretiminde teknolojik pedagojik alan bilgilerinin geliştirilmesi [The development of pre-service teachers’ technological pedagogical content knowledge in mathematics instruction]. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi [Abant Izzet Baysal University Journal of the Faculty of Education], 16(2), 512-533. https://doi.org/10.17240/aibuefd.2016.16.2-5000194940
  • Kilpatrick, J., & Swafford, J. (2002). Helping children learn mathematics. National Academy Press.
  • Kimmins, D. (1995). Technology in school mathematics: A course for prospective secondary school mathematics teachers [Paper presentation]. The 8th Annual International Conference on Technology in Collegiate Mathematics.
  • Kimmins, D., & Bouldin E. (1996). Teaching the prospective teacher: Making mathematics come alive with technology [Paper presentation]. The 7th Annual Conference on College Teaching and Learning.
  • Kinuthia, W., Brantley-Dias, L., & Junor-Clarke, P. A. (2010). Development of pedagogical technology integration content knowledge in preparing mathematics preservice teachers: The role of instructional case analyses and reflection. Journal of Technology and Teacher Education, 18(4), 645-669.
  • Koehler, M., & Mishra, P. (2009). What is technological pedagogical content knowledge (TPACK)? Contemporary Issues In Technology and Teacher Education, 9(1), 60-70.
  • Kop, R. (2007). Blogs and Wikis as disruptive technologies: Is it time for a new pedagogy? In M. Osborne, M. Houston, & N. Toman (Eds.), The pedagogy of lifelong learning (pp. 192-202). Routledge.
  • Kurz, T. L., & Middleton, J. A. (2006). Using a functional approach to change preservice teachers’ understanding of mathematics software. Journal of Research on Technology in Education, 39(1), 45-65. https://doi.org/10.1080/15391523.2006.10782472
  • Loving, C. C., Schroeder, C., Kang, R., Shimek, C., & Herbert, B. (2007). Blogs: Enhancing links in a professional learning community of science and mathematics teachers. Contemporary Issues in Technology and Teacher Education, 7(3), 178-198.
  • Mazer, J. P., Murphy, R. E., & Simonds, C. J. (2007). I’ll see you on “Facebook”: The effects of computer-mediated teacher self-disclosure on student motivation, affective learning, and classroom climate. Communication Education, 56(1), 1-17. https://doi.org/10.1080/03634520601009710
  • Meagher, M., Ozgun-Koca, S. A., & Edwards, M. T. (2011). Preservice teachers’ experiences with advanced digital technologies: The interplay between technology in a preservice classroom and in field placements. Contemporary Issues in Technology and Teacher Education, 11(3), 243-270.
  • Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054. https://doi.org/10.1111/j.1467-9620.2006.00684.x
  • Mouza, C., Karchmer-Klein, R., Nandakumar, R., Yilmaz-Ozden, S., & Hu, L. (2014). Investigating the impact of an integrated approach to the development of preservice teachers’ technological pedagogical content knowledge (TPACK). Computers & Education, 71, 206-221. https://doi.org/10.1016/j.compedu.2013.09.020
  • Mudzimiri, R. (2012). A study of the development of technological pedagogical content knowledge (TPACK) in pre-service secondary mathematics teachers [Unpublished doctoral dissertation]. Montana State University.
  • NCATE. (2012). CAEP announces commission on standards and performance reporting: Will raise the bar for educator preparation. National Council for Accreditation of Teacher Education.
  • NCTM. (2000). Principles and standards for school mathematics. National Council of Teachers of Mathematics.
  • Ng, W. L., Teo, B. C., Yeo, J. B. W., Ho, W. K., & Teo, K. M. (2019). Use of technology in mathematics education. In T. L. Toh, B. Kaur, & E. G. Tay (Eds.), Mathematics education in Singapore (pp. 312-344). Springer. https://doi.org/10.1007/978-981-13-3573-0_14
  • Niess, M. L. (2005). Preparing teachers to teach science and mathematics with technology: Developing a technology pedagogical content knowledge. Teaching and Teacher Education, 21, 509-523. https://doi.org/10.1016/j.tate.2005.03.006
  • Niess, M. L. (2011). Investigating TPACK: Knowledge growth in teaching with technology. Journal of Educational Computing Research, 44(3), 299-317. https://doi.org/10.2190/EC.44.3.c
  • Niess, M. L., Ronau, R. N., Shafer, K. G., Driskell, S. O., Harper, S. R., Johnston, C., Browning, C., Ozgün-Koca, S. A., & Kersaint, G. (2009). Mathematics teacher TPACK standards and development model. Contemporary Issues in Technology and Teacher Education, 9(1), 4-24.
  • Pamuk S., Ulken A., & Dilek N. S. (2012). Öğretmen adaylarının öğretimde teknoloji kullanım yeterliliklerinin teknolojik pedagojik içerik bilgisi kuramsal perspektifinden incelenmesi [The investigation of preservice teachers’ technology integration competencies from technological pedagogical content knowledge framework]. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi [Journal of Mustafa Kemal University Institute of Social Sciences], 9(1), 415-438.
  • Parkes, K. A., & Kajder, S. (2010). Eliciting and assessing reflective practice: A case study in Web 2.0 technologies. International Journal of Teaching and Learning in Higher Education, 22(2), 218-228.
  • Powers, R. & Blubaugh, W. (2005). Technology in mathematics education: Preparing teachers for the future. Contemporary Issues in Technology and Teacher Education, 5(3/4), 254-270.
  • Preiner, J. (2008). Introducing dynamic mathematics software to mathematics teachers: The case of GeoGebra. [Unpublished doctoral dissertation]. University of Salzburg.
  • Rakes, C. R., Stites, M. L., Ronau, R. N., Bush, S. B., Fisher, M. H., Safi, F., Desai, S., Schmidt, A., Andreasen, J. B., Saderholm, J., Amick, L., Mohr-Schroeder, M. J., & Viera, J. (2022). Teaching Mathematics with Technology: TPACK and effective teaching practices. Education Sciences, 12(2), 133. https://doi.org/10.3390/educsci12020133
  • Ray, B. B., & Hocutt, M. M. (2006). Teacher-created, teacher-centered weblogs: Perceptions and practices. Journal of Computing in Teacher Education, 23(1), 11-18.https://doi.org/10.1080/10402454.2006.10784555
  • Richardson, W. (2009). Blogs, Wikis, Podcasts, and other powerful web tools for classrooms. Corwin Press.
  • Samaras, A. P., & Fox, R. K. (2013). Capturing the process of critical reflective teaching practices through e-portfolios. Professional Development in Education, 39(1), 23-41. https://doi.org/10.1080/19415257.2012.682318
  • Sengur, S. (2020). Sınıf öğretmenlerinin bilişim teknolojilerini kullanım düzeyleri ve eğitimde Web 2.0 uygulamalarının kullanımına ilişkin görüşleri [Classroom teachers’ level of use of information technologies and their views on the use of Web 2.0 applications in education] [Unpublished master’s thesis]. Eskisehir Osmangazi University.
  • Shapira, L. O., & Zavelevsky, E. (2019). Multiple appearances of parental interactions and maths achievement on TIMSS international assessment. International Journal of Sciences and Mathematic Education, 17(2), 1-17. https://doi.org/10.1007/s10763-018-09949-w
  • Simon, H. A. (1995). The scientist as problem solver. In D. Klahr, & K. Kotovsky (eds.), Complex information processing: The impact of Herbert Simon. Lawrence Erlbaum Associates.
  • Smith, K. B., & Shotsberger, P. G. (2001). Web-based teacher education: Improving communication and professional knowledge in preservice and inservice teacher training. https://www.academia.edu/75987224/Web_Based_Teacher_Education_Improving_Communication_and_Professional_Knowledge_in_Preservice_and_Inservice_Teacher_Training
  • So, H. J., & Kim, B. (2009). Learning about problem based learning: Student teachers integrating technology, pedagogy, and content knowledge. Australasian Journal of Educational Technology, 25(1), 101-116. https://doi.org/10.14742/ajet.1183
  • Teo, T., Sang, G., Mei, B., & Hoi, C. K. W. (2019). Investigating pre-service teachers’ acceptance of Web 2.0 technologies in their future teaching: A Chinese perspective. Interactive Learning Environments, 27(4), 530-546. https://doi.org/10.1080/10494820.2018.1489290
  • Terri, L. K. (2011). Discovering features of web-based algebraic tools via data analysis to support technology integration in mathematics education. Journal of Curriculum and Instruction, 5(1), 85-100. https://doi.org/10.3776/joci.2011.v5n1p85-100
  • Thohir, M. A., Jumadi, J., & Warsono, W. (2022). Technological pedagogical content knowledge (TPACK) of pre-service science teachers: A Delphi study. Journal of Research on Technology in Education, 54(1), 127-142.
  • Velagapudi, M. (2013). 18 FREE Web 2.0 tools for teachers. WizIQ, Inc. https://doi.org/10.1080/15391523.2020.1814908
  • 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, 109-121. https://doi.org/10.1111/j.1365-2729.2012.00487.x
  • Wang, Q., & Woo, H. L. (2007). Systematic planning for ICT integration in topic learning. Educational Technology and Society, 10(1), 148-156.
  • Wheeler, S. (2009). Learning space mashups: Combining Web 2.0 tools to create collaborative and reflective learning spaces. Future Internet, 1(1), 3-13. https://doi.org/10.3390/fi1010003
  • Wopereis, I. G. J. H., Sloep, P. B., & Poortman, S. H. (2010). Weblogs as instruments for reflection on action in teacher education. Interactive Learning Environments, 18(3), 245-261. https://doi.org/10.1080/10494820.2010.500530
  • Wubbels, T. (2007). Do we know a community of practice when we see one? Technology, Pedagogy and Education, 16(2), 225-233.
  • Yang, S. H. (2009). Using blogs to enhance critical reflection and community of practice. Educational Technology & Society, 12(2), 11-21.
  • Yetik, S., Akyuz, H. I., & Bardakci, S. (2020) Eğitim fakültelerinde görev yapan öğretim elemanlarının güncel teknolojilere ilişkin farkındalıkları ve yararlanma durumları [Awareness and utilization of emergence technologies of education faculty members]. Erzincan Üniversitesi Eğitim Fakültesi Dergisi [Journal of Erzincan University Faculty of Education, 22], 22(1), 164-192.
  • Yigit-Koyunkaya, M. (2017). Matematik öğretmeni adaylarının teknolojik pedagojik alan bilgilerinin gelişimini amaçlayan bir öğretim deneyi [A teaching experiment that aims to develop pre-service mathematics teachers’ technological pedagogical and content knowledge]. Türk Bilgisayar ve Matematik Eğitimi Dergisi [Turkish Journal of Computer and Mathematics Education], 8(2), 284-322. https://doi.org/10.16949/turkbilmat.293220