Designing TPACK-based course for preparing student teachers to teach science with technological pedagogical content knowledge
The rapid technological advancement of the twenty-first century has transformed the ways in which we teach and learn. As a result, student teachers should be equipped to integrate technology into classroom practices, especially for specific subject matter. This research examined the effect of a Technological Pedagogical Content Knowledge (TPACK)-based course on 15 student teachers' TPACK. The research instruments included a questionnaire that covered the four components of TPACK, as well as lesson plans designed and implemented by the student teachers. Descriptive statistics and inductive analysis were used to analyze the data. The findings indicated that a basic understanding of technological knowledge was observed among the participants, rather than a more integrated knowledge of TPACK. The pedagogical knowledge component had a larger impact on student teachers' TPACK. The student teachers with low levels of PK were not able to make the pedagogy-technology linkage even if they had high TK. Moreover, the student teachers demonstrated a combination of technology, pedagogy, and content knowledge, rather than an integration of the three. Most student teachers used technology as a motivation booster, but no ICT-infused learning activities were used to encourage students to do scientific exploration or concept construction. The course should provide opportunities for student teachers to use technology to incorporate more inquiry experiences and more emphasis on
PK revealed as a prerequisite for developing TPACK. Future studies related to science teachers’ TPACK should develop a TPACK-based course that draws upon transformative viewpoints and inquiry-based instruction. Moreover, the technology course in teacher education programs should not only be conceptually integrated but also require enactment of technology-enhanced lessons.