Blended Learning Approach to Develop the Teachers’ TPACK

Resource type
Journal Article
Authors/contributors
Title
Blended Learning Approach to Develop the Teachers’ TPACK
Abstract
A theoretical framework has emerged recently to guide research in the teachers’ use of ICT and it is the technological pedagogical content knowledge (TPACK). Early research indicates that Blended learning is increasingly being adopted at all levels of educational system. It is considered as a way to foster engaging in interactive learning experiences. The purpose of this article was to determine the levels of ICT knowledge on e-course design through blended learning approach among science teachers of secondary schools in Yemen. The study was conducted on the sample of 60 science teacher trainees in Ibb city. The ICT knowledge scale was used based on TPACK. To analyze the data t-test was used. The findings in this study indicated that TPACK has provided a valuable tool for assessing teacher knowledge in the area of technology integration, the teachers’ ICT knowledge was above average in two groups, and there is significant difference between experimental and control groups on ICT knowledge scale. Recommendations are made for future research on online collaboration activities to raise awareness of factors related to online group work and to determine the in-service training needs of teachers on ICT use to follow-up support and to ensure successful utilization of new technologies.
Publication
Contemporary Educational Technology
Volume
7
Issue
3
Pages
264-276
Date
2016-09-01
Journal Abbr
CONTEMP EDUC TECHNOL
Language
en
ISSN
1309517X
Accessed
29/05/2020, 12:08
Loc. in Archive
1826551046; EJ1108190
Library Catalogue
DOI.org (Crossref)
Extra
shortDOI: 10/gg26df
Citation
Qasem, A. A. A., & Viswanathappa, G. (2016). Blended Learning Approach to Develop the Teachers’ TPACK. Contemporary Educational Technology, 7(3), 264–276. https://doi.org/10.30935/cedtech/6176