Meta-Analysis Issue
Transcript of 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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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
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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
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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
Technological Pedagogical
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$the use of technolog
le-el and in4ser-ice training that is
oriented to the use of technolog.19. Assessing Pre4ser-ice
English as a Foreign
6anguage TeachersH
Technological Pedagogical
Content Knowledge
#sein Q%
&'1 esearch Ruestion >
1) #ow well does an E6T teacher education +rogram +re+are EF6 teachers with res+ect to their le-els
of TPACK de-elo+mentJ
&) !s there a significant difference in +re4ser-ice EF6 teachersH de-elo+ment of TPACK 5 gender and
academic achie-ementJ
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&'. An !n-estigation of Pre4
ser-ice TeachersH Technological
Pedagogical Content Knowledge
,ased on a Variet of
Characteristics
Feride Karaca
&'1= 35@ecti-e> To e/amine +re4ser-ice teachersH Technological Pedagogical Content Knowledge (TPACK)
and how it differs 5ased on a -ariet of characteristics (i.e. gender$ 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