TPACK Constructs: A Sustainable Pathway for Teachers Professional Development on Technology Adoption
Author(s)
Michael Nkwenti Ndongfack
ABSTRACT
As numerous Information and Communication Technologies (ICTs) penetrate various facets of life, teachers are underutilising it in the teaching and learning process. With the introduction of ICTs in the Cameroon primary school curriculum, teachers have been receiving training on computer skill-base courses and yet many are unable to adopt the tool in instructional processes. To ensure that teacher training programmes effectively assist them in integrating technology in instructional processes, a study was initiated to determine additional set of skills that they need to adopt the tool in their classrooms. This study employed a quantitative survey methodology in the collection of data towards the determination of additional skills needed by primary school teachers. A total of 400 teachers were selected using the stratified random sampling technique from primary schools across all the 10 Regions of Cameroon. The data were analysed using mean and standard deviation. The findings of the survey indicated that teacher-participants reported a better mastery of content knowledge (CK), pedagogy knowledge (PK), pedagogical content knowledge (PCK) and technological content knowledge (TCK). On the other hand, they reported weaknesses in three other constructs notably: technology knowledge (TK), technological pedagogical knowledge (TPK), and technological pedagogical content knowledge (TPACK). The researcher concluded that teacher-participants performed better in the CK, PK and PCK because these constructs constitute the basis for teacher education in Cameroon. Similarly, they performed well in the TCK construct because their professional development programme is focused on fostering their computer knowledge as a standalone skill. Their poor performance in the TK, TPK and TPACK stems from the fact that the training programmes do not lay emphasis on these constructs. To provide a sustainable teacher professional development programme on technology adoption, it was therefore recommended that stakeholders involved in the sector design training packages that focus on the TPACK constructs. This will foster teachers’ adoption of the tool for instructional purposes.
As numerous Information and Communication Technologies (ICTs) penetrate various facets of life, teachers are underutilising it in the teaching and learning process. With the introduction of ICTs in the Cameroon primary school curriculum, teachers have been receiving training on computer skill-base courses and yet many are unable to adopt the tool in instructional processes. To ensure that teacher training programmes effectively assist them in integrating technology in instructional processes, a study was initiated to determine additional set of skills that they need to adopt the tool in their classrooms. This study employed a quantitative survey methodology in the collection of data towards the determination of additional skills needed by primary school teachers. A total of 400 teachers were selected using the stratified random sampling technique from primary schools across all the 10 Regions of Cameroon. The data were analysed using mean and standard deviation. The findings of the survey indicated that teacher-participants reported a better mastery of content knowledge (CK), pedagogy knowledge (PK), pedagogical content knowledge (PCK) and technological content knowledge (TCK). On the other hand, they reported weaknesses in three other constructs notably: technology knowledge (TK), technological pedagogical knowledge (TPK), and technological pedagogical content knowledge (TPACK). The researcher concluded that teacher-participants performed better in the CK, PK and PCK because these constructs constitute the basis for teacher education in Cameroon. Similarly, they performed well in the TCK construct because their professional development programme is focused on fostering their computer knowledge as a standalone skill. Their poor performance in the TK, TPK and TPACK stems from the fact that the training programmes do not lay emphasis on these constructs. To provide a sustainable teacher professional development programme on technology adoption, it was therefore recommended that stakeholders involved in the sector design training packages that focus on the TPACK constructs. This will foster teachers’ adoption of the tool for instructional purposes.
Cite this paper
Ndongfack, M. (2015) TPACK Constructs: A Sustainable Pathway for Teachers Professional Development on Technology Adoption. Creative Education, 6, 1697-1709. doi: 10.4236/ce.2015.616171.
Ndongfack, M. (2015) TPACK Constructs: A Sustainable Pathway for Teachers Professional Development on Technology Adoption. Creative Education, 6, 1697-1709. doi: 10.4236/ce.2015.616171.
References
[1] Archambault, L., & Crippen, K. (2009). Examining TPACK among K-12 Online Distance Educators in the United States. Contemporary Issues in Technology and Teacher Education, 9, 71-88.
http://www.citejournal.org/vol9/iss1/general/article2.cfm [2] Archambault, L., Wetzel, K., Foulger, T. S., & Williams, M. K. (2010). Professional Development 2.0: Transforming Teacher Education Pedagogy with 21st Century Tools. Journal of Digital Learning in Teacher Education, 27, 4-11.
http://dx.doi.org/10.1080/21532974.2010.10784651 [3] Avidov-Ungar, O., & Nagar, N. M. (2015). ICT Instructors’ Sense of Empowerment and Viewpoint on the Implementation of a National ICT Program. Journal of Computers in Education, 2, 163-182.
http://dx.doi.org/10.1007/s40692-015-0030-5 [4] Buckingham, D., & Willett, R. (2006). Digital Generations: Children, Young People, and New Media. Mahwah, NJ: Lawrence Erlbaum Associates Publishers. [5] Fru, M. (2011). ICT Readiness in Cameroon Primary Schools: A Case Study of Some Primary Schools Yaounde 6 Sub-Division. A Dissertation Submitted in Partial Fulfilment of an Award of a Master’s Degree in Education, Cameroon: University of Yaounde I. [6] Harris, J. B., & Hofer, M. (2011). Technological Pedagogical Content Knowledge in Action: A Descriptive Study of Secondary Teachers’ Curriculum-Based, Technology-Related Instructional Planning. Journal of Research on Technology in Education, 43, 211-229.
http://dx.doi.org/10.1080/15391523.2011.10782570 [7] Harris, J., Mishra, P., & Koehler, M. (2009). Teachers’ Technological Pedagogical Content Knowledge and Learning Activity Types: Curriculum-Based Technology Integration Reframed. Journal of Research on Technology in Education, 41, 393-416.
http://dx.doi.org/10.1080/15391523.2009.10782536 [8] Harrison, C., Comber, C., Fisher, T., Haw, K., Lewin, C., Lunzer, E., McFarlane, A., Mavers, D., Scrimshaw, P., Somekh, B., & Watling, R. (2002). ImpacCT2: The Impact of Information and Communication Technologies on Pupil Learning and Attainment. London: DfES and Becta. [9] Hogan, T. P., Benjamin, A., & Brezinski, K. (2000). Reliability Methods: A Plans on the Frequency of Use of Various Types. Educational and Psychological Measurement, 60, 523-531.
http://dx.doi.org/10.1177/00131640021970691 [10] Inspectorate of Pedagogy in Charge of ICT (2009). Annual Report on the Teaching and Learning of ICT across the School Curriculum. [11] Inspectorate of Pedagogy in Charge of ICT (2010). Annual Report on the Teaching and Learning of ICT across the School Curriculum. [12] Inspectorate of Pedagogy in Charge of ICT (2011). Annual Report on the Teaching and Learning of ICT across the School Curriculum. [13] Kalantzis, M., & Cope, B. (2008). New Learning. Elements of Science of Education. Cambridge: Cambridge University Press.
http://dx.doi.org/10.1017/CBO9780511811951 [14] Kanuka, H. (2006). Instructional Design and eLearning: A Discussion of Pedagogical Content Knowledge as a Missing Construct. The e-Journal of Instructional Science and Technology, 9. [15] Karsenti, T., Collin, S., & Harper-Merrete, T. (2012). Pedagogical Integration of ICT: Success and Challenges from 100+ African Schools. Ottawa, ON: IDRC. [16] Koehler, M. J., & Mishra, P. (2008). Introducing Technological Pedagogical Content Knowledge. In AACTE Committee on Innovation and Technology (Eds.), Handbook of Technological Pedagogical Content Knowledge (TPCK) for Educators (pp. 3-29). New York: Routledge. [17] Koehler, M. J., & Mishra, P. (2009). What Is Technological Pedagogical Content Knowledge? Contemporary Issues in Technology and Teacher Education, 9, 60-70. [18] Kozma, R. (2005). National Policies That Connect ICT-Based Education Reform to Economic and Social Development. Human Technology, 1, 117-156.
http://dx.doi.org/10.17011/ht/urn.2005355 [19] Leu, D. J., Kinzer, C. K., Coiro, J. L., & Cammack, D. W. (2004). Toward a Theory of New Literacies Emerging from the Internet and Other Information and Communication Technologies. In R. B. Ruddell, & N. J. Unrau (Eds.), Theoretical Models and Processes of Reading (5th ed., p. 1570). Newark, DE: International Reading Association. [20] Lieberman, A., & Pointer Mace, D. H. (2008). Teacher Learning: The Key to Educational Reform. Journal of Teacher Education, 59, 226-234.
http://dx.doi.org/10.1177/0022487108317020 [21] McDonald, S. E. (2009). A Model of Teacher Professional Development Based on the Principles of Lesson Study. PhD Thesis, Brisbane: Queensland University of Technology. [22] Mishra, P., & Koehler, M. J. (2006). Technological Pedagogical Content Knowledge: A New Framework for Teacher Knowledge. Teachers College Record, 108, 1017-1054.
http://dx.doi.org/10.1111/j.1467-9620.2006.00684.x [23] Moore, D. S., & McCabe, G. P. (2005). Introduction to the Practice of Statistics (5th ed.). New York: W.H. Freeman & Company. [24] Niess, M. L. (2008). Knowledge Needed for Teaching with Technologies: Call It TPACK. AMTE Connections, 17, 9-10. [25] Niess, M. L., Ronau, R. N., Shafer, K. G., Driskell, S. O., Harper, S. R., & Johnston, C. (2009). Mathematics Teacher TPACK Standards and Development Model. Contemporary Issues in Technology and Teacher Education, 9, 4-24. [26] Nkwenti Ndongfack, M. (2010). ICT Integration in Cameroon Primary Schools: A Case Study of Government Primary Practicing School Angele, South Region. A Dissertation Submitted in Partial Fulfillment of an Award of a Master’s Degree in Instructional Design and Technology, Kuala Lumpur: Open University Malaysia. [27] Nkwenti Ndongfack, M. (2014). Development and Evaluation of a Technology Integration Model for Primary School Teachers to Achieve Cameroon’s 2035 Vision. A Thesis Submitted in Partial Fulfillment of an Award of a PhD in Educational Technology, Kuala Lumpur: Open University Malaysia. [28] Nkwenti Ndongfack, M. (2015). Mastery of Active and Shared Learning Processes for Techno-Pedagogy (MASLEPT): A Model for Teacher Professional Development on Technology Integration. Creative Education, 6, 32-45.
http://dx.doi.org/10.4236/ce.2015.61003 [29] OECD (2009). 21st Century Skills and Competences for New Millennium Learners in OECD Countries. OECD Education Working Papers, No. 41, OECD publishing, Organization for Economic Co-operation and Development.
http://dx.doi.org/10.1787/224131752784 [30] Partnership for the 21st Century (2009). A Framework for 21st Century Learning. Washington DC: Partnership for the 21st Century. [31] Republic of Cameroon, Ministry of Basic Education (Department of Projects and Cooperation) (2011). Statistical Year Book. [32] Republic of Cameroon, Ministry of Basic Education (Inspectorate of Pedagogy in Charge of Computer Science Education) (2007a). Information and Communication Technology Policy and Strategies Plan. [33] Republic of Cameroon, Ministry of Basic Education (Inspectorate of Pedagogy in Charge of Computer Science Education) (2007b). Information and Communication Technology Framework and strategies Plan for Basic Education Sub-Sector. [34] Richardson, S. (2009). Mathematics Teachers Development, Exploration, and Advancement of Technological Pedagogical Content Knowledge in the Teaching and Learning of Algebra. Contemporary Issues in Technology and Teacher Education, 9, 117-130.
http://www.citejournal.org/vol9/iss2/mathematics/article1.cf [35] Schmidt, D. A., Baran, E., Thompson, A. D., Koehler, M. J., Shin, T. S., & Mishra, P. (2009). Technology, Pedagogy and Content Knowledge (TPACK): The Development and Validation of an Assessment Instrument for Pre-Service Teachers. Paper Accepted for Presentation at American Educational Research Association (AERA) Annual Meeting, San Diego. [36] Schmidt, D., Seymour, J., Sahin, E., & Thompson, A. (2008). Developing Effective Technological Pedagogical and Content Knowledge (TPACK) in PreK-6 Teachers. In K. McFerrin, R. Weber, R. Carlsen, & D. A. Willis (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2008 (pp. 5313-5317). [37] Shulman, L. S. (1986). Those Who Understand: Knowledge Growth in Teaching. Educational Researcher, 15, 4-14.
http://dx.doi.org/10.3102/0013189X015002004 [38] Shulman, L. S. (1987). Knowledge and Teaching: Foundations of the New Reform. Harvard Educational Review, 57, 1-22.
http://dx.doi.org/10.17763/haer.57.1.j463w79r56455411 [39] The Research Advisors (2006).
http://research-advisors.com/tools/SampleSize.htm [40] Thorndike, R. M. (2005). Measurement and Evaluation in Psychology and Education. Upper Saddle River, NJ: Pearson Prentice Hall. [41] Valanides, N., & Angeli, C. (2006). Preparing Pre-Service Elementary Teachers to Teach Science through Computer Models. Contemporary Issues in Technology and Teacher Education, 6, 87-98.
[1] Archambault, L., & Crippen, K. (2009). Examining TPACK among K-12 Online Distance Educators in the United States. Contemporary Issues in Technology and Teacher Education, 9, 71-88.
http://www.citejournal.org/vol9/iss1/general/article2.cfm [2] Archambault, L., Wetzel, K., Foulger, T. S., & Williams, M. K. (2010). Professional Development 2.0: Transforming Teacher Education Pedagogy with 21st Century Tools. Journal of Digital Learning in Teacher Education, 27, 4-11.
http://dx.doi.org/10.1080/21532974.2010.10784651 [3] Avidov-Ungar, O., & Nagar, N. M. (2015). ICT Instructors’ Sense of Empowerment and Viewpoint on the Implementation of a National ICT Program. Journal of Computers in Education, 2, 163-182.
http://dx.doi.org/10.1007/s40692-015-0030-5 [4] Buckingham, D., & Willett, R. (2006). Digital Generations: Children, Young People, and New Media. Mahwah, NJ: Lawrence Erlbaum Associates Publishers. [5] Fru, M. (2011). ICT Readiness in Cameroon Primary Schools: A Case Study of Some Primary Schools Yaounde 6 Sub-Division. A Dissertation Submitted in Partial Fulfilment of an Award of a Master’s Degree in Education, Cameroon: University of Yaounde I. [6] Harris, J. B., & Hofer, M. (2011). Technological Pedagogical Content Knowledge in Action: A Descriptive Study of Secondary Teachers’ Curriculum-Based, Technology-Related Instructional Planning. Journal of Research on Technology in Education, 43, 211-229.
http://dx.doi.org/10.1080/15391523.2011.10782570 [7] Harris, J., Mishra, P., & Koehler, M. (2009). Teachers’ Technological Pedagogical Content Knowledge and Learning Activity Types: Curriculum-Based Technology Integration Reframed. Journal of Research on Technology in Education, 41, 393-416.
http://dx.doi.org/10.1080/15391523.2009.10782536 [8] Harrison, C., Comber, C., Fisher, T., Haw, K., Lewin, C., Lunzer, E., McFarlane, A., Mavers, D., Scrimshaw, P., Somekh, B., & Watling, R. (2002). ImpacCT2: The Impact of Information and Communication Technologies on Pupil Learning and Attainment. London: DfES and Becta. [9] Hogan, T. P., Benjamin, A., & Brezinski, K. (2000). Reliability Methods: A Plans on the Frequency of Use of Various Types. Educational and Psychological Measurement, 60, 523-531.
http://dx.doi.org/10.1177/00131640021970691 [10] Inspectorate of Pedagogy in Charge of ICT (2009). Annual Report on the Teaching and Learning of ICT across the School Curriculum. [11] Inspectorate of Pedagogy in Charge of ICT (2010). Annual Report on the Teaching and Learning of ICT across the School Curriculum. [12] Inspectorate of Pedagogy in Charge of ICT (2011). Annual Report on the Teaching and Learning of ICT across the School Curriculum. [13] Kalantzis, M., & Cope, B. (2008). New Learning. Elements of Science of Education. Cambridge: Cambridge University Press.
http://dx.doi.org/10.1017/CBO9780511811951 [14] Kanuka, H. (2006). Instructional Design and eLearning: A Discussion of Pedagogical Content Knowledge as a Missing Construct. The e-Journal of Instructional Science and Technology, 9. [15] Karsenti, T., Collin, S., & Harper-Merrete, T. (2012). Pedagogical Integration of ICT: Success and Challenges from 100+ African Schools. Ottawa, ON: IDRC. [16] Koehler, M. J., & Mishra, P. (2008). Introducing Technological Pedagogical Content Knowledge. In AACTE Committee on Innovation and Technology (Eds.), Handbook of Technological Pedagogical Content Knowledge (TPCK) for Educators (pp. 3-29). New York: Routledge. [17] Koehler, M. J., & Mishra, P. (2009). What Is Technological Pedagogical Content Knowledge? Contemporary Issues in Technology and Teacher Education, 9, 60-70. [18] Kozma, R. (2005). National Policies That Connect ICT-Based Education Reform to Economic and Social Development. Human Technology, 1, 117-156.
http://dx.doi.org/10.17011/ht/urn.2005355 [19] Leu, D. J., Kinzer, C. K., Coiro, J. L., & Cammack, D. W. (2004). Toward a Theory of New Literacies Emerging from the Internet and Other Information and Communication Technologies. In R. B. Ruddell, & N. J. Unrau (Eds.), Theoretical Models and Processes of Reading (5th ed., p. 1570). Newark, DE: International Reading Association. [20] Lieberman, A., & Pointer Mace, D. H. (2008). Teacher Learning: The Key to Educational Reform. Journal of Teacher Education, 59, 226-234.
http://dx.doi.org/10.1177/0022487108317020 [21] McDonald, S. E. (2009). A Model of Teacher Professional Development Based on the Principles of Lesson Study. PhD Thesis, Brisbane: Queensland University of Technology. [22] Mishra, P., & Koehler, M. J. (2006). Technological Pedagogical Content Knowledge: A New Framework for Teacher Knowledge. Teachers College Record, 108, 1017-1054.
http://dx.doi.org/10.1111/j.1467-9620.2006.00684.x [23] Moore, D. S., & McCabe, G. P. (2005). Introduction to the Practice of Statistics (5th ed.). New York: W.H. Freeman & Company. [24] Niess, M. L. (2008). Knowledge Needed for Teaching with Technologies: Call It TPACK. AMTE Connections, 17, 9-10. [25] Niess, M. L., Ronau, R. N., Shafer, K. G., Driskell, S. O., Harper, S. R., & Johnston, C. (2009). Mathematics Teacher TPACK Standards and Development Model. Contemporary Issues in Technology and Teacher Education, 9, 4-24. [26] Nkwenti Ndongfack, M. (2010). ICT Integration in Cameroon Primary Schools: A Case Study of Government Primary Practicing School Angele, South Region. A Dissertation Submitted in Partial Fulfillment of an Award of a Master’s Degree in Instructional Design and Technology, Kuala Lumpur: Open University Malaysia. [27] Nkwenti Ndongfack, M. (2014). Development and Evaluation of a Technology Integration Model for Primary School Teachers to Achieve Cameroon’s 2035 Vision. A Thesis Submitted in Partial Fulfillment of an Award of a PhD in Educational Technology, Kuala Lumpur: Open University Malaysia. [28] Nkwenti Ndongfack, M. (2015). Mastery of Active and Shared Learning Processes for Techno-Pedagogy (MASLEPT): A Model for Teacher Professional Development on Technology Integration. Creative Education, 6, 32-45.
http://dx.doi.org/10.4236/ce.2015.61003 [29] OECD (2009). 21st Century Skills and Competences for New Millennium Learners in OECD Countries. OECD Education Working Papers, No. 41, OECD publishing, Organization for Economic Co-operation and Development.
http://dx.doi.org/10.1787/224131752784 [30] Partnership for the 21st Century (2009). A Framework for 21st Century Learning. Washington DC: Partnership for the 21st Century. [31] Republic of Cameroon, Ministry of Basic Education (Department of Projects and Cooperation) (2011). Statistical Year Book. [32] Republic of Cameroon, Ministry of Basic Education (Inspectorate of Pedagogy in Charge of Computer Science Education) (2007a). Information and Communication Technology Policy and Strategies Plan. [33] Republic of Cameroon, Ministry of Basic Education (Inspectorate of Pedagogy in Charge of Computer Science Education) (2007b). Information and Communication Technology Framework and strategies Plan for Basic Education Sub-Sector. [34] Richardson, S. (2009). Mathematics Teachers Development, Exploration, and Advancement of Technological Pedagogical Content Knowledge in the Teaching and Learning of Algebra. Contemporary Issues in Technology and Teacher Education, 9, 117-130.
http://www.citejournal.org/vol9/iss2/mathematics/article1.cf [35] Schmidt, D. A., Baran, E., Thompson, A. D., Koehler, M. J., Shin, T. S., & Mishra, P. (2009). Technology, Pedagogy and Content Knowledge (TPACK): The Development and Validation of an Assessment Instrument for Pre-Service Teachers. Paper Accepted for Presentation at American Educational Research Association (AERA) Annual Meeting, San Diego. [36] Schmidt, D., Seymour, J., Sahin, E., & Thompson, A. (2008). Developing Effective Technological Pedagogical and Content Knowledge (TPACK) in PreK-6 Teachers. In K. McFerrin, R. Weber, R. Carlsen, & D. A. Willis (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2008 (pp. 5313-5317). [37] Shulman, L. S. (1986). Those Who Understand: Knowledge Growth in Teaching. Educational Researcher, 15, 4-14.
http://dx.doi.org/10.3102/0013189X015002004 [38] Shulman, L. S. (1987). Knowledge and Teaching: Foundations of the New Reform. Harvard Educational Review, 57, 1-22.
http://dx.doi.org/10.17763/haer.57.1.j463w79r56455411 [39] The Research Advisors (2006).
http://research-advisors.com/tools/SampleSize.htm [40] Thorndike, R. M. (2005). Measurement and Evaluation in Psychology and Education. Upper Saddle River, NJ: Pearson Prentice Hall. [41] Valanides, N., & Angeli, C. (2006). Preparing Pre-Service Elementary Teachers to Teach Science through Computer Models. Contemporary Issues in Technology and Teacher Education, 6, 87-98.