Blended Learning Approach to Develop the Teachers' TPACK

Autor/inn/en	Qasem, Arwa Ahmed Abdo; Viswanathappa, Gandla
Titel	Blended Learning Approach to Develop the Teachers' TPACK
Quelle	In: Contemporary Educational Technology, 7 (2016) 3, S.264-276 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1309-517X
Schlagwörter	Blended Learning; Technological Literacy; Pedagogical Content Knowledge; Information Technology; Technology Uses in Education; Online Courses; Instructional Design; Science Teachers; Secondary School Teachers; Preservice Teachers; Trainees; Foreign Countries; Knowledge Level; Experimental Groups; Control Groups; Quasiexperimental Design; Pretests Posttests; Likert Scales; Computer Assisted Instruction; Instructional Effectiveness; Yemen + Suchen Sie Ihr Suchwort? Technisches Wissen; Pädagogische Kompetenz; Informationstechnologie; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Online course; Online-Kurs; Lesson concept; Lessonplan; Unterrichtsentwurf; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Auszubildender; Weibliche Auszubildende; Ausland; Wissensbasis; Likert-Skala; Computer based training; Computerunterstützter Unterricht; Unterrichtserfolg; Jemen
Abstract	A theoretical framework has emerged recently to guide research in the teachers' use of ICT and it is the technological pedagogical content knowledge (TPACK). Early research indicates that Blended learning is increasingly being adopted at all levels of educational system. It is considered as a way to foster engaging in interactive learning experiences. The purpose of this article was to determine the levels of ICT knowledge on e-course design through blended learning approach among science teachers of secondary schools in Yemen. The study was conducted on the sample of 60 science teacher trainees in Ibb city. The ICT knowledge scale was used based on TPACK. To analyze the data t-test was used. The findings in this study indicated that TPACK has provided a valuable tool for assessing teacher knowledge in the area of technology integration, the teachers' ICT knowledge was above average in two groups, and there is significant difference between experimental and control groups on ICT knowledge scale. Recommendations are made for future research on online collaboration activities to raise awareness of factors related to online group work and to determine the in-service training needs of teachers on ICT use to follow-up support and to ensure successful utilization of new technologies. (As Provided).
Anmerkungen	Contemporary Educational Technology. Faculty of Communication Sciences, Anadolu University, Yunus Emre Campus, Eskisehir 26470, Turkey. e-mail: editor@cedtech.net; Web site: http://www.cedtech.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01