Skip to main content
SpringerLink
Log in

Technological Pedagogical and Content Knowledge (TPACK): Higher Education Teachers’ Perspectives on the Use of TPACK in Online Academic Writing Classes

  • Conference paper
  • First Online:
HCI International 2021 - Posters (HCII 2021)

Part of the book series: Communications in Computer and Information Science ((CCIS,volume 1421))

Included in the following conference series:

Abstract

This paper revisits the technological, pedagogical and content knowledge (TPACK) framework and its use in Higher Education, especially in the online writing classes. The framework for teaching with technology was described by Mishra and Kohler [19], who mentioned that it was built on Shulman's [27] theory of “pedagogical content knowledge”. The framework describes the logic behind the technology used in teaching. So it equips teachers with the knowledge they need to design or use activities while teaching with technology. The study aims at exploring the Higher Education teachers’ level of mastery of the framework and their perspectives about using it in online academic writing classes. A survey was designed based on the framework and sent to higher education TESOL teachers to explore their perspectives on the utilisation of the TPACK framework in writing classes. The sample was comprised of (n = 43) university teachers. The study concluded that Higher Education teachers have positive views towards using the TPACK framework in online classes. Besides, the study discussed some pedagogical implications that can be useful for various educational stakeholders and policymakers.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 39.99
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 54.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

Similar content being viewed by others

References

  1. Baran, E., Canbazoglu Bilici, S., Albayrak Sari, A., Tondeur, J.: Investigating the impact of teacher education strategies on pre-service teachers’ TPACK. Br. J. Edu. Technol. 50(1), 357–370 (2019)

    Article  Google Scholar 

  2. Benson, S.N.K., Ward, C.L.: Teaching with technology: using TPACK to understand teaching expertise in online higher education. J. Educ. Comput. Res. 48(2), 153–172 (2013)

    Article  Google Scholar 

  3. Castéra, J., et al.: Self-reported TPACK of teacher educators across six countries in Asia and Europe. Educ. Inf. Technol. 25(4), 3003–3019 (2020). https://doi.org/10.1007/s10639-020-10106-6

    Article  Google Scholar 

  4. Durdu, L., Dag, F.: Pre-Service teachers’ TPACK development and conceptions through a TPACK-based course. Aust. J. Teacher Educ. 42(11), 10 (2017)

    Article  Google Scholar 

  5. Farikah, F., Al Firdaus, M.M.: Technological pedagogical and content knowledge (TPACK): the students’ perspective on writing class. Jurnal Studi Guru dan Pembelajaran 3(2), 190–199 (2020)

    Google Scholar 

  6. Finger, G., Jamieson-Proctor, R., Albion, P.: Beyond pedagogical content knowledge: the importance of TPACK for informing preservice teacher education in Australia. In: Reynolds, N., Turcsányi-Szabó, M. (eds.) KCKS 2010. IAICT, vol. 324, pp. 114–125. Springer, Heidelberg (2010). https://doi.org/10.1007/978-3-642-15378-5_11

    Chapter  Google Scholar 

  7. Habibi, A., Yusop, F.D., Razak, R.A.: The role of TPACK in affecting pre-service language teachers’ ICT integration during teaching practices: Indonesian context. Educ. Inf. Technol. 25(3), 1929–1949 (2019). https://doi.org/10.1007/s10639-019-10040-2

    Article  Google Scholar 

  8. Hamam, D.: A study of the rhetorical features and the argument structure of EAP essays by L1 and L2 students in the UAE. J. Asia TEFL 17(2), 699–706 (2020)

    Google Scholar 

  9. Herring, M.C., Meacham, S. and Mourlam, D.: TPACK development in higher education. Handbook of technological pedagogical content knowledge (TPACK) for educators, 207 (2016)

    Google Scholar 

  10. Hysaj, A., Elkhouly, A., Qureshi, A.W., Abdulaziz, N.: Analysis of engineering students' academic satisfaction in a culturally diverse university. In: 2018 IEEE International Conference on Teaching, Assessment, and Learning for Engineering (TALE), pp. 755–760. IEEE, December 2018

    Google Scholar 

  11. Hysaj, A., Elkhouly, A., Qureshi, A.W., Abdulaziz, N.A.: Study of the impact of tutor’s support and undergraduate student’s academic satisfaction. Am. J. Hum. Soc. Sci. Res 3(12), 70–77 (2019)

    Google Scholar 

  12. Hysaj, A., Hamam, D.: Does delivery method matter for multicultural undergraduate students? A case study of an Australian University in the United Arab Emirates. In: Meiselwitz, G. (ed.) HCII 2020. LNCS, vol. 12195, pp. 538–548. Springer, Cham (2020). https://doi.org/10.1007/978-3-030-49576-3_39

    Chapter  Google Scholar 

  13. Hysaj, A., Hamam, D.: Exploring the affordance of distance learning platform (DLP) in COVID19 remote learning environment. In: Stephanidis, C., et al. (eds.) HCII 2020. LNCS, vol. 12425, pp. 421–431. Springer, Cham (2020). https://doi.org/10.1007/978-3-030-60128-7_32

    Chapter  Google Scholar 

  14. Hysaj, A. and Hamam, D.: Academic Writing Skills in the Online Platform- A success, a failure or something in between? A study on perceptions of Higher Education students and teachers in the UAE’ In: IEEE International Conference on Teaching, Assessment and Learning for Engineering (TALE) pp. 334–339, IEEE (2020)

    Google Scholar 

  15. Koehler, M.J., et al.: Deep-play: developing TPACK for 21st century teachers. International Journal of Learning Technology 6(2), 146–163 (2011)

    Article  Google Scholar 

  16. Martin, F., Budhrani, K., Kumar, S., Ritzhaupt, A.: Award-winning faculty online teaching practices: Roles and competencies. Online Learn. 23(1), 184–205 (2019)

    Article  Google Scholar 

  17. McDermott, D.: Towards wellbeing and happiness: Positive psychology in an Australian English language centre in the UAE. Engl. Aust. J. 36(2), 5 (2020)

    Google Scholar 

  18. Mei, L.I.: Study on three-dimensional teaching mode of college english expansive course: EAP writing. J. Guangxi Vocat. Tech. College (2), 15 (2017)

    Google Scholar 

  19. Mishra, P., Koehler, M.J.: Technological pedagogical content knowledge: a framework for teacher knowledge. Teach. Coll. Rec. 108(6), 1017–1054 (2006)

    Article  Google Scholar 

  20. Meyer, K.A., Murrell, V.S.: A national study of training content and activities for faculty development for online teaching. J. Asynchron. Learn. Networks 18(1), p.n1. (2014)

    Google Scholar 

  21. Meyer, K.A., Murrell, V.S.: A national study of theories and their importance for faculty development for online teaching. Online J. Dist. Learn. Adm. 17(2), 1–25 (2014)

    Google Scholar 

  22. Nada, C.I., Araújo, H.C.: When you welcome students without borders, you need a mentality without borders’ internationalisation of higher education: evidence from Portugal. Stud. Higher Educ. 44(9), 1591–1604 (2019)

    Article  Google Scholar 

  23. Nazari, N., Nafissi, Z., Estaji, M., Marandi, S.S., Wang, S.: Evaluating novice and experienced EFL teachers’ perceived TPACK for their professional development. Cogent Educ. 6(1), 1632010 (2019)

    Article  Google Scholar 

  24. Ouyang, F., Scharber, C.: Adapting the TPACK framework for online teaching within higher education. Int. J. Online Pedag. Course Des. (IJOPCD) 8(1), 42–59 (2018)

    Article  Google Scholar 

  25. Sun, A. and Chen, X.: Online education and its effective practice: a research review. J. Inf. Technol. Educ. 15 (2016)

    Google Scholar 

  26. Straumsheim, C., Jaschik, S., Lederman, D.: Faculty Attitudes on Technology. Inside, Washington, DC (2015)

    Google Scholar 

  27. Shulman, L.S.: Knowledge and teaching: foundations of the new reform. Harv. Educ. Rev. 57(1), 1–22 (1987)

    Article  Google Scholar 

  28. Schmidt, N.: Digital multimodal composition and second language teacher knowledge. TESL Can. J. 36(3), 1–30 (2019)

    Article  Google Scholar 

  29. Tai, H.C., Pan, M.Y., Lee, B.O.: Applying Technological Pedagogical and Content Knowledge (TPACK) model to develop an online English writing course for nursing students. Nurse Educ. Today 35(6), 782–788 (2015)

    Article  Google Scholar 

  30. Wu, Y.-T.: Research trends in technological pedagogical content knowledge (TPACK) research: a review of empirical studies published in selected journals from 2002 to 2011. Br. J. Edu. Technol. 44(3), E73-76 (2013)

    Article  Google Scholar 

  31. Xu, X., Sun, Y.: A Technological Pedagogical Content Knowledge (TPACK) Framework for ESP teachers in tertiary education in China. Asian ESP J. 193 (2019)

    Google Scholar 

  32. Wilder, L.K., Sanon, D., Carter, C., Lancellot, M.: Narrative ethnographies of diverse faculty in higher education: “Moral” multiculturalism among competing worldviews. J. Ethnic Cult. Stud. 4(2), 1–12 (2017)

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Higher Colleges of Technology, Dubai, UAE

    Doaa Hamam

  2. UOWD College, University of Wollongong in Dubai, Dubai, UAE

    Ajrina Hysaj

Authors
  1. Doaa Hamam
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Ajrina Hysaj
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Ajrina Hysaj .

Editor information

Editors and Affiliations

  1. University of Crete and Foundation for Research and Technology – Hellas (FORTH), Heraklion, Crete, Greece

    Constantine Stephanidis

  2. Foundation for Research and Technology – Hellas (FORTH), Heraklion, Crete, Greece

    Margherita Antona

  3. Foundation for Research and Technology – Hellas (FORTH), Heraklion, Crete, Greece

    Stavroula Ntoa

Rights and permissions

Reprints and permissions

Copyright information

© 2021 Springer Nature Switzerland AG

About this paper

Check for updates. Verify currency and authenticity via CrossMark

Cite this paper

Hamam, D., Hysaj, A. (2021). Technological Pedagogical and Content Knowledge (TPACK): Higher Education Teachers’ Perspectives on the Use of TPACK in Online Academic Writing Classes. In: Stephanidis, C., Antona, M., Ntoa, S. (eds) HCI International 2021 - Posters. HCII 2021. Communications in Computer and Information Science, vol 1421. Springer, Cham. https://doi.org/10.1007/978-3-030-78645-8_7

Download citation

  • DOI: https://doi.org/10.1007/978-3-030-78645-8_7

  • Published:

  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-030-78644-1

  • Online ISBN: 978-3-030-78645-8

  • eBook Packages: Computer ScienceComputer Science (R0)

Publish with us

Policies and ethics

Search

Navigation