Integrating teacher data literacy with TPACK: A self-report study based on a novel framework for teachers'...

Area of Science:

• Educational Technology
• Teacher Professional Development
• Data Literacy in Education

Background:

• Teacher knowledge is crucial for professional development.
• Teacher data literacy, a key component, is under-researched.
• Existing frameworks like TPACK need integration with data literacy.

Purpose of the Study:

• To integrate teacher data literacy with the Technological Pedagogical Content Knowledge (TPACK) framework.
• To develop and validate an integrated TDL-TPACK framework for assessing teacher knowledge.
• To identify factors influencing teachers' data literacy and TPACK.

Main Methods:

• Qualitative methods to develop the integrated framework.
• Quantitative self-report survey (TDL-TPACK questionnaire) for data collection.
• Statistical analysis of survey data to assess teacher knowledge levels.

Main Results:

• The qualitative phase identified five core knowledge types for smart learning environments.
• Quantitative analysis revealed most teachers are competent but require improvement in data literacy.
• Teacher age, experience, qualifications, and role impact their data literacy and TPACK.

Conclusions:

• The integrated TDL-TPACK framework offers insights into teacher knowledge in smart education.
• Targeted professional development is needed to enhance teacher data literacy.
• Understanding influencing factors can optimize teacher training programs.