Exploring relationships among TPACK constructs and ICT achievement among trainee teachers

• Published in: Education and information technologies Vol. 22; no. 4; pp. 1605 - 1621
• Main Authors: Khine, Myint Swe, Ali, Nagla, Afari, Ernest
• Format: Journal Article
• Language: English
• Published: New York Springer US 01.07.2017; Springer; Springer Nature B.V
• Subjects: Academic Achievement; Analysis; Case Studies; Competence; Computer Appl. in Social and Behavioral Sciences; Computer Science; Computers and Education; Education; Educational Quality; Educational Strategies; Educational Technology; Foreign Countries; Higher Education; Influence of Technology; Information Systems Applications (incl.Internet); Information Technology; Instructional Materials; Knowledge; Learning Processes; Pedagogical Content Knowledge; Pedagogy; Preservice Teacher Education; Preservice Teachers; Science Education; Semitic Languages; Structural equation modeling; Student Participation; Student Teachers; Teacher Competencies; Teacher education; Teacher Effectiveness; Teachers; Teaching Methods; Technology application; Technology Integration; Technology Uses in Education; User Interfaces and Human Computer Interaction; Validity; United Arab Emirates; TPACK; UAE; Instrument validation; Structural equation modeling; Technological Pedagogical Content Knowledge; Student teachers
• ISSN: 1360-2357; 1573-7608
• DOI: 10.1007/s10639-016-9507-8

Teaching in the classroom today can no longer sustain the interest of students and be effective if the process involves traditional approach - teachers as sole provider of content information. In recent years technology has played a significant role in transforming education to more progressive and interactive activities. However the use of technology itself does not produce positive results in quality of learning and students’ achievement. Teachers must be competent in subject knowledge, pedagogical skills and technological know-how. The Technological Pedagogical Content Knowledge or TPACK as a conceptual framework can guide teachers to understand the complex relations between the six components of the model. There has been numerous studies on TPACK in international contexts beyond cultural and language boundaries. This paper examined recent studies on TPACK in various countries and reports findings from a study conducted with student teachers in the UAE.