Abstract

In school-based environments, teachers need to consider contextual factors such as the availability of technology and school policies as they apply TPACK to address instructional problems. However, qualitative TPACK studies tend to exemplify the seven TPACK constructs whereas its contextual influences have not been articulated in detail. This study describes TPACK-in-Action, a framework that can be used to visualize the interplay between TPACK and four contextual factors (Physical/Technological, Cultural/Institutional, Interpersonal, and Intrapersonal) that influence teachers' design of ICT lessons. This was used to analyze the lesson design discussions of 24 school teachers from a Singapore primary school who were teaching the levels of Primary 1, 4, and 5. Content analysis of the transcribed audio-recordings of teachers' discussions and chi-square analysis of coding frequencies found that when the logistics of lesson implementation as per the Cultural/Institutional category dominated group discussions, it curtailed the emergence of TPACK. When Intrapersonal factors such as beliefs of teaching and students were articulated and its pedagogical implications considered, it facilitated TPACK. Furthermore, the team facilitated by an experienced educational technologist also demonstrated higher occurrences of TPACK. These results suggest that for ICT innovation to be effective, the composition of design teams need to be carefully considered. Teachers also need to develop competencies to facilitate and discourse about design such that contextual concerns can be turned into opportunities to support pedagogical improvement.

Citation

Ling Koh, J.H., Chai, C.S. & Tay, L.Y. (2014). TPACK-in-Action: Unpacking the contextual influences of teachers' construction of technological pedagogical content knowledge (TPACK). Computers & Education, 78(1), 20-29. Elsevier Ltd. Retrieved June 30, 2022 from https://www.learntechlib.org/p/201086/.

Keywords

• Contextual influences of ICT integration
• ICT
• tpack