Adopting a mixed-method research design, this exploratory study examined the effectiveness of smartphone-based, AR artifact creation and other mobile collaborative learning activities in reinforcing the technological pedagogical content knowledge (TPACK) of teacher education students. The study indicated that mobile AR artifact creation with peer discussion tended to better promote the componen...

Perkembangan teknologi informasi dan komunikasi berdampak besar pada pembelajaran abad 21. Di tengah pesatnya perkembangan informasi, guru perlu menguasai agar dapat memanfaatkannya sebagai alat penunjang kegiatan pembelajaran. Istilah PCK (Pedagogical Content Knowledge) berkembang menjadi TPCK (Technological Pedagogical dengan tambahan “T” yaitu teknologi. Artikel ini membahas tentang "Kerangk...

Theories associated with teacher knowledge suggest that teachers transform subject content knowledge into pedagogical content knowledge in teaching to enhance the content comprehensibility. It is assumed that the connection between teacher content knowledge and curriculum is characterized by the content knowledge transformation. This study, using an interpretive research method combined with co...

Studying literature online has become common in teacher-education colleges since the increase of learning higher education arena. The aim this study was to identify primary components lessons as perceived by preservice teachers (PSTs). Using a qualitative, multiple case approach, data from heterogeneous population 90 PSTs attending three Israeli were retrieved, using discussions, questionnaires...

Research in the area of educational technology has often been critiqued for a lack of theoretical grounding. In this article we propose a conceptual framework for educational technology by building on Shulman’s formulation of ‘‘pedagogical content knowledge’’ and extend it to the phenomenon of teachers integrating technology into their pedagogy. This framework is the result of 5 years of work o...

This study describes and interprets (a) a student teacher's decisions about task content and content progression across an elementary and high school sport unit and (b) those aspects of his pedagogical content knowledge that he used to explain and justify his decisions. The student teacher's pedagogical content knowledge of dividing and sequencing subject matter can be summarized briefly: first...

Abstract This study suggests a comprehensive conceptualization of teacher knowledge for teaching early literacy in primary schools. Following the discourse on professional teachers, we argue that teachers’ relevant to support reading and writing at beginning school education is multidimensional by nature: Teachers need content (CK), pedagogical (PCK), general (GPK). Although research has made r...