Tzavara, A., & Komis, V. (2023). Investigating TPACK integration in the designing and implementation of educational activities using ICT by prospective early childhood teachers. In T. Bratitsis (Ed)., Research on e-learning and ICT in education (pp. 93-103). Springer. https://doi.org/10.1007/978-3-031-34291-2_6

Abstract:

“This paper investigates the method used by prospective early-childhood-education teachers to design and implement educational activities with information and communications technologies (ICT) by using the technological pedagogical content knowledge (TPACK) model within a comprehensive educational programme in their initial training. For the analysis of the research data, an integrated framework was proposed, according to which TPACK was transformed into a model of analysis, and a coding scheme was created with codes that emerged from both the course content and the structure of the activities, as well as the knowledge areas of TPACK.

The initial qualitative data that emerged from the student teachers’ papers with the description of the activities, videos with the implementation of the activities and the researcher’s comments were analysed using the NVivo software. Then, to study the degree of integration of TPACK, statistical techniques of quantitative analysis were adopted. In particular, after completing the coding of the research material based on the analysis categories in the NVivo program, multiple correspondence analysis and cluster analysis methods were applied using the SPAD statistical analysis package to the qualitative data that resulted from the said analysis. This was done to identify the appropriate groupings that demonstrate the extent to which the TPACK model is used by the student teachers.

Results showed that none of the 21 groups formed for the needs of the educational programme seemed to show sufficiency in all knowledge areas, while, at the same time, there was a small degree of coherence between designing and implementation. Furthermore, there was great diversity in the characteristics of the student teachers and significant differences even in the groups in the same year of study.”