Technology Pedagogical Content Knowledge(TPCK) and Techno Pedagogy Integration Skill ( TPIS) Among Pre-Service Science Teachers- Case Study of a University Based ICT Based Teacher Education Curriculum

摘要

The research is partly financed by University of Malaya Research Grant Abstract The paper is an attempt to evaluate an effective Technology based Teacher Education course for Pre Service Science Teachers. The Technology in Science Education – a core course - is prescribed for an University based Pre-Service Science teachers Education program. The particular course is evaluated based on the TPACK framework which is an extension of the pedagogical content knowledge (Shulman,1986).The TPACK framework offers a viable and effective means for actual tryout of a Technology enabled Teacher Education Program. The volume of research that extruded from the TPCK/TPACK construct has provided deeper understanding of how teacher knowledge is related to pedagogical integration of digital technologies in educational contexts. As part of curricular transaction during the eleven week semester, the seven dimensions of TPACK viz., Technology Knowledge(TK), Content Knowledge (CK), Pedagogical Knowledge( PK), Technology Content Knowledge (TCK), Pedagogical content Knowledge (PCK), Technology Pedagogical Knowledge (TPK),TPACK (Technology pedagogical Content Knowledge) and an eighth dimension TechnoPedagogy Integration Skill ( TPIS) was evaluated with reference to the attainment of concepts and acquisition of skills. The effectiveness of the course was assessed by a Pre service Teacher’s TPACK assessment inventory which comprised of an achievement test in Science which assessed pre service teachers attainment of science related concepts based on School level Science. The inventory comprised of a list of questions which pertain to the 7 dimensions as identified by the TPACK framework, The abbreviations and explanations are the same used by Mishra and Kohler( 2006). TechnoPedagogical Integration Skill (TPIS) was assessed by the assessment of teaching performance using technology before and after the course. Studies have reported that the implementation of TPACK framework has contributed to enhancement of Technological and Pedagogical concepts related to the subject (Hammond & Manfra, 2009a; Khan, 2011; Manfra & Hammond, 2008; Schul, 2010a, 2010b,Chai ,Koh and Tsai, 2013,Angeli & Valanides, 2005; Bowers & Stephens, 2011; Mishra & Koehler, 2006; Tee & Lee, 2011; Shafer, 2008). Similar attempts have been done earlier to assess the impact of TPACK using reliable and valid instruments (Schmidt However, the present study attempts to evaluate the effectiveness of a teacher preparation course with respect to technological and pedagogical skill acquisition and deployment for teaching science. Content Analysis of the course modules highlighted possibilities to draw parallels with the TPACK framework and it was thus that is was used as a frame of reference for the study.