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Predicting Preservice Science Teachers' TPACK through ICT usage.

Cansel Kadıoğlu-Akbulut1, Ayla Cetin-Dindar2, Burçin Acar-Şeşen3

  • 1Department of Mathematics and Science Education, Tokat Gaziosmanpasa University, Tokat, Türkiye.

Education and Information Technologies
|February 23, 2023
PubMed
Summary

Preservice science teachers' use of desktop software and emerging ICTs significantly predicts their Technological Pedagogical Content Knowledge (TPACK). This highlights how specific ICT usage influences effective science teaching integration.

Keywords:
Information and communication technologies (ICTs)Science educationTeacher educationTechnological pedagogical content knowledge (TPACK)

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Area of Science:

  • Educational Technology
  • Science Education

Background:

  • Integrating educational technology is a key goal, but high technology knowledge doesn't ensure effective pedagogical integration.
  • The transformative approach defines Technological Pedagogical Content Knowledge (TPACK) as unique, offering insights into technology-integrated instruction.

Purpose of the Study:

  • To examine the predictive power of Information and Communication Technology (ICT) usage categories on preservice science teachers' TPACK.
  • To understand how different ICT usage patterns relate to various dimensions of TPACK in science teaching.

Main Methods:

  • A correlational study involving 326 preservice science teachers from seven universities.
  • Data collected using the ICT-TPACK-Science Scale and ICT Usage Questionnaire.
  • Six multiple regression analyses were performed to assess the predictive relationships.

Main Results:

  • Three ICT measures (desktop software, emerging ICTs, hardware) accounted for approximately one-third of the variance in total TPACK scores.
  • Desktop software, emerging ICTs, and hardware were significant predictors, with desktop software and emerging ICTs showing the most influence.
  • ICT predictors had varying impacts across TPACK dimensions: emerging ICTs were strongest for designing and proficiency, while desktop software led in implementing, planning, and ethics.

Conclusions:

  • This study establishes a link between ICT usage and TPACK within the transformative ICT-TPACK-Science framework.
  • Further research is needed to explore the cognitive partnership of ICT tools in enhancing science teaching across different TPACK dimensions.