Developing technological pedagogical content knowledge in pre-service science teachers: Support from blended learning

  • Ghaida M. Alayyar Public Authority of Applied Education and Training
  • Petra Fisser University of Twente
  • Joke Voogt University of Twente

Abstract

The Technological Pedagogical Content Knowledge (TPACK) framework has been used to prepare pre-service science teachers at the Public Authority of Applied Education and Training in Kuwait for ICT integration in education. Pre-service teachers worked in teams to design an ICT solution for an authentic problem they faced during in-school training. Pre-service teachers were separated into two groups. The first group was coached by ICT, pedagogy, and content experts. The second group was offered a blended condition, by which they had access to an online portal with different tutorials and examples, with opportunities to meet with different experts whenever they wanted. Pre-test and post-test design data were collected for attitudes toward ICT, ICT skills, and TPACK. The findings show that the self-reported TPACK, the score of attitudes toward ICT, and ICT skills increased in both groups. However, the blended support condition reported a higher increase in the participants' technological knowledge (TK), technological pedagogical knowledge (TPK), their attitude toward ICT as a tool for instruction and productivity, and ICT enjoyment. This indicated that students perceived the blended condition for supporting design teams as a more desirable method for enhancing their development of TPACK.

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Author Biographies

Ghaida M. Alayyar, Public Authority of Applied Education and Training
Public Authority of Applied Education and Training, College of Basic Education, Department of Educational Technology, Kuwait City, Kuwait.
Petra Fisser, University of Twente
Department of Curriculum Design & Educational InnovationFaculty of Behavioral Sciences, University of Twente
Joke Voogt, University of Twente
Department of Curriculum Design & Educational InnovationFaculty of Behavioral Sciences, University of Twente
Published
2012-11-11
How to Cite
Alayyar, G. M., Fisser, P., & Voogt, J. (2012). Developing technological pedagogical content knowledge in pre-service science teachers: Support from blended learning. Australasian Journal of Educational Technology, 28(8). https://doi.org/10.14742/ajet.773