Classroom teachers' online teaching experiences during the COVID-19 pandemic: The perspective of technological pedagogical content knowledge
Mehmet Hayri Sarı 1 * , Hilal Keser 2
More Detail
1 Nevsehir Haci Bektas Veli University, Nevsehir, Turkey
2 Ministry of National Education, Nevsehir, Turkey
* Corresponding Author

Abstract

This qualitative study aims at evaluating the online teaching experiences of classroom teachers during the New Coronavirus Disease (COVID-19) period in terms of the Technological Pedagogical Content Knowledge (TPACK). The interviews were conducted with 17 classroom teachers within the scope of the current research. The data were collected via open-ended semi-structured interview questions. As a result of the analysis of the data, the classroom teachers considered themselves competent in the components of Technological Knowledge (TK), Content Knowledge (CK), Pedagogical Knowledge (PK) and Pedagogical Content Knowledge (PCK), they did not consider themselves competent in the Technological Content Knowledge (TCK) and Technological Pedagogical Knowledge (TPK) components, which were the result of the integration of these components with technology. When the participants were addressed in terms of the online teaching experiences, technology uses, competencies and professional training needs as a whole during the COVID-19 period, it was found that they did not use digital tools primarily for pedagogical purposes. Therefore, the teachers needed extensive pedagogical support when designing digital teaching. All of these results suggest that 21st century teachers need to develop their knowledge and skills in terms of CK, PK, TCK, and TPK that emerge with the transfer of such knowledge to technological processes and TPACK that forms the intersection of all information.

Keywords

References

  • Acar, F. (2021). Uzaktan eğitimde uygulamalı eğitimin ilkeleri ve etkiliğini arttırmaya yönelik öneriler [Principles of applied education in distance education and suggestions to increase its effectiveness]. In İ. Genç, M. Koç, H. Keskin, A. Adıgüzel (Eds.), Pedagojik anlayışın uzaktan eğitime uyarlanması [Adapting the pedagogical approach to distance education] (pp.83-92). Pegem.
  • Aksoy, E. & Bozdogan, D. (2019). Determining the English proficiency levels and needs of primary school teachers concerning their English language teaching experiences. Elementary Education Online, 18(3), 959-976. https://doi.org/10.17051/ilkonline.2019.609207
  • Amhag, L., Hellström, L., & Stigmar, M. (2019). Teacher educators' use of digital tools and needs for digital competence in higher education. Journal of Digital Learning in Teacher Education, 35(4), 203-220. https://doi.org/10.1080/21532974.2019.1646169
  • Atakan, I. (2019). Pre-service science teachers' TPACK efficacy levels and technology integration quality: Application of TPACK-IDDIRR model [Unpublished Doctoral dissertation). Middle East Technical University, Ankara.
  • Bayrakdar, S. & Guveli, A. (2020). Inequalities in home learning and schools’ provision of distance teaching during school closure of COVID-19 lockdown in the UK. Economic and Social Research Council.
  • Brower, M. & Vlachopoulos, P. (2018). A critical analysis of technology-enhanced learning design frameworks. British Journal of Educational Technology, 49(6) 981-997. https://doi.org/10.1111/bjet.12668
  • Browne, C. C. (2019). A qualitative multiple case study investigating novice elementary teachers’ use of information communication technologies in 1:1 classrooms (Publication No. 27540412) [Doctoral dissertation, Northcentral University]. ProQuest Dissertations and Theses Global.
  • Burgess, S. & Sievertsen, H. H. (2020). Schools, skills, and learning: The impact of COVID-19 on education. VoxEu. Retrieved from https://voxeu.org/article/impact-covid-19-education
  • Butler, Y. G. (2004). What level of English proficiency do elementary school teacher need to attain to teach EFL? Case studies from Korea, Taiwan, and Japan. TESOL Quarterly, 38(2), 245-278.
  • Chai, C. S., Koh, J. H. L. & Tsai, C. C. (2013). A review of technological pedagogical content knowledge. Educational Technology and Society, 16(2), 31-51.
  • Cleary Tennant, A. E. (2019). Using teachers’ experience with technology to understand their learning and teaching styles (Doctoral dissertation). Available from ProQuest Dissertations and Theses Global database. (UMI No. 13897669).
  • Cox, S. & Graham, C. R. (2009). Diagramming TPACK in practice: Using an elaborated model of the TPACK framework to analyze and depict teacher knowledge. Tech Trends, 53(5), 60-69. https://doi.org/10.1007/s11528-009-0327-1
  • Creswell, J W. (2007). Qualitative inquiry and research design: Choosing among five approaches. Sage.
  • Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. Pearson.
  • De Freitas, G. & Spangenberg, E. D. (2019). Mathematics teachers’ levels of technological pedagogical content knowledge and information and communication technology integration barriers. Pythagoras, 40(1), 1–13. https://doi.org/10.4102/pythagoras.v40i1.431
  • Demir, S., Ozmantar, M. F., Bingolbali, E. & Bozkurt, A. (2011). An investigation of elementary teachers’ use of technology [Paper presentation]. 5th International Computer & Instructional Technologies Symposium, Elâzığ, Turkey.
  • Ely, D. P. (1992). Trends in educational technology. Clearing house on Information Resources.
  • Erdogan, A. & Mutluoglu, A. (2016). Examining primary mathematics teachers’ technological pedagogical content knowledge (tpack) level according to their preferred teaching styles. OPUS International Journal of Society Researches, 6(10), 102-126.
  • Fathi, J., & Yousefifard, S. (2019). Assessing language teachers’ technological pedagogical content knowledge (TPACK): EFL students’ perspectives. Research in English Language Pedagogy, 7(2), 255–282. https://doi.org/10.30486/relp.2019.665888
  • Genç, G. & Kaya, A. (2011). The relationship between foreign language achievement and attitudes towards English courses of prospective primary school teachers. Balıkesir University Journal of Institute of Social Sciences, 14(26), 19-31.
  • Goradia, T. (2018). Role of educational technologies utilizing the TPACK framework and 21st century pedagogies: Academics’ perspectives. The International Academic Forum (IAFOR) Journal of Education, 6(3), 43–61. https://doi.org/10.22492/ije.6.3.03
  • Heitink, M., Voogt, J., Fisser, P., Verplanken, L., & Van Braak, J. (2017). Eliciting teachers’ technological pedagogical knowledge. Australasian Journal of Educational Technology, 33(3), 96-109. https://doi.org/10.14742/ajet.3505
  • Hughes, J. (2005). The role of teacher knowledge and learning experiences in forming technology-integrated pedagogy. Journal of Technology and Teacher Education, 13(2), 277-302.
  • Karadeniz, S. & Vatanartiran, S. (2015). Primary school teachers’ technological pedagogical content knowledge. Elementary Education Online, 14(3), 1017-1028. http://doi.org/10.17051/io.2015.12578
  • Karci, C. & Akar Vural, R. (2011). Teachers’ views with regard to teaching English in multigraded classrooms. Elementary Education Online, 10(2), 593-607.
  • Koehler, M., Shin, T. S. & Mishra, P. (2012). How do we measure TPACK? Let me count the ways. In R. N. Ronau, C. R. Rakes & M. L. Niess (Eds.), Educational technology, teacher knowledge, and classroom impact (pp. 16-31). Information Science Reference.
  • Kurt, S. (2015). Educational technology: An overview. Retrieved from https://educationaltechnology.net/educational-technology-an-overview/
  • Kuyumcu Vardar, A. & Acar, F. (2018). Quick assessment techniques used in learning teaching process. Turkish Studies, 13(11), 879-898.
  • Li, Y., Garza, V., Keicher, A., & Popov, V. (2019). Predicting high school teacher use of technology: Pedagogical beliefs, technological beliefs and attitudes, and teacher training. Technology, Knowledge and Learning, 24, 501–518. https://doi.org/10.1007/s10758-018-9355-2
  • Merriam, S. B. (2013). Qualitative research: A guide to design and implementation. John Wiley & Sons.
  • Ministry of National Education [MoNe]. (2020a). "Uzaktan eğitim" bakan Selçuk'un verdiği dersle başladı [“Distance education" started with the lecture given by Selçuk the minister]. http://www.meb.gov.tr/uzaktan-egitim-bakan-selcukun-verdigi-dersle-basladi/haber/20578/tr
  • Ministry of National Education [MoNe]. (2020b). Uzaktan eğitim 30 Nisan'a kadar devam edecek [Distance education will continue until April 30]. http://www.meb.gov.tr/uzaktan-egitim-30-nisana-kadar-devam-edecek/haber/20585/tr
  • Ministry of National Education [MoNe]. (2020c). Uzaktan eğitim 31 Mayıs'a kadar devam edecek [Distance education will continue until May 31]. Retrieved October, 02, 2020, http://www.meb.gov.tr/uzaktan-egitim-31-mayisa-kadar-devam-edecek/haber/20803/tr
  • Ministry of National Education [MoNe]. (2020d). 18 Eylül’e kadar sürecek uzaktan eğitim-döneminin yol haritası [The roadmap of the distance education-term that will last until September 18]. Retrieved October, 02, 2020, http://www.meb.gov.tr/18-eylule-kadar-surecek-uzaktan-egitim-doneminin-yol haritasi/haber/21499/tr
  • Miles, M. B. & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. (2nd ed). Sage.
  • Mishra, P. & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 8(6), 1017-1054.
  • Mishra, P. (2019). Considering contextual knowledge: The TPACK diagram gets an upgrade. Journal of Digital Learning in Teacher Education, 35(2), 76-78. https://doi.org/10.1080/21532974.2019.1588611
  • Mutanga, P., Nezandonyi, J. & Bhukuvhani, C. (2018). Enhancing engineering education through technological pedagogical and content knowledge (TPACK): A case study. International Journal of Education & Development Using Information & Communication Technology (IJEDICT), 14(3), 38–49.
  • Nazari, N., Nafissi, Z., Estaji, M., & Marandi, S. S. (2019). Evaluating novice and experienced EFL teachers’ perceived TPACK for their professional development. Cogent Education, 6(1), 1-26. https://doi.org/10.1080/2331186x.2019.1632010
  • Polly, D. & Orrill, C. H. (2016). Designing professional development to support teachers’ TPACK in elementary school mathematics. In M. C., Herring, M. J., Koehler, & P. Mishra, (Eds.). (2016). Handbook of technological pedagogical content knowledge (TPACK) for educators (pp. 259-269). Routledge.
  • Riandi, R., Apriliana, V. & Purwianingsih, W. (2018). The analysis of 21st century teachers’ ability in technological pedagogical content knowledge. Advances in Social Science, Education and Humanities Research, 212, 275–278. https://doi.org/10.2991/icei-18.2018.60
  • Richardson, S. (2009). Mathematics teachers’ development, exploration, and advancement of technological pedagogical content knowledge in the teaching and learning of algebra. Contemporary Issues in Technology and Teacher Education, 9(2), 117-130.
  • Roblyer, M. D. (2006). Integrating educational technology into teaching. Merrill Prentice Hall.
  • Roussinos, D. & Jimoyiannis, A. (2019). Examining primary education teachers’ perceptions of TPACK and the related educational context factors. Journal of Research on Technology in Education, 51(4), 377–397. https://doi.org/10.1080/15391523.2019.1666323
  • Saban, A. (2007). Okul teknolojisi planlaması ve koordinasyonu [School technology planning and coordination]. Pegem.
  • Sarı, M.H. & Akbaba Altun, S. (2015). A qualitative research on classroom teachers' technology use in mathematics teaching. International Journal of Eurasia Social Sciences, 6(19), 24-49.
  • Sarı, M. H., & Ozerbas, M. A. (2013). Determining classroom teachers' perceptions of technology use in primary school mathematics teaching [Paper presentation]. 12th Symposium of Classroom Teaching, Aydın, Turkey.
  • Serow, P. & Callingham, R. (2011). Levels of use of interactive whiteboard technology in the primary mathematics classroom. Technology, Pedagogy and Education, 20(2), 161-173. https://doi.org/10.1080/1475939X.2011.588418
  • Sevik, M. (2009). The teaching of modern foreign languages in primary schools and generalist class teachers. Ankara University Journal of Faculty of Educational Sciences, 42(1), 377-401.
  • Shulman, L. S. (1987). Knowledge and teaching foundations of the new reform. Harvard Educational Review, 57, 1-22.
  • Spiteri, M. & Chang Rundgren, S. N. (2020). Literature review on the factors affecting primary teachers’ use of digital technology. Technology, Knowledge and Learning, 25, 115–128. https://doi.org/10.1007/s10758-018-9376-x
  • Sykes, D. (2020). Online education during a pandemic: Teaching and learning in home spaces. Literacies & language education: research & practice: Teaching during a pandemic, 1(1), 86-88.
  • Tezci, E., & Perkmen, S. (2013). Integration of technology into the learning-teaching process from a constructivist perspective. Çağıltay, K., Göktaş, Y. (Eds). Öğretim teknolojilerinin temelleri: Teoriler, araştırmalar, eğilimler [Instructional technology foundations: Theories, research, trends] (pp. 185-211). Pegem.
  • United Nations Educational, Scientific and Cultural Organization [UNESCO]. (2020). Global monitoring of school closures caused by COVID-19. https://en.unesco.org/covid19/educationresponse/
  • Voogt, J. Fisser, P. Roblin, N. P. Tondeur, J. & Van Braak, J. (2012). Technological pedagogical content knowledge- a review of literature. Journal of Computer Assisted Learning, 29, 109-121. https://doi.org/10.1111/j.1365-2729.2012.00487.x
  • Wan, Y. S. (2020). Education during Covid-19. Ideas Institute for Democracy and Economic, 19, 1-10.
  • Wang, Q. & Woo, H. L. (2007). Systematic planning for ICT integration in topic learning. Educational Technology and Society, 10(1), 148-156
  • World Health Organization [WHO] (2020a). Naming the coronavirus disease (COVID-19) and the virus that causes it. https://www.who.int/emergencies/diseases/novel-coronavirus-2019/technical-guidance/naming-the-coronavirus-disease-(covid-2019)-and-the-virus-that-causes-it
  • World Health Organization [WHO] (2020b). Coronavirus disease (COVID-19) pandemic. https://www.who.int/emergencies/diseases/novel- coronavirus-2019
  • Yildirim, A. & Simsek, H. (2013). Sosyal bilimlerde nitel araştırma yöntemleri [Qualitative research methods in the social sciences. Seckin.
  • Yüce, E. (2019). Possible problems in online foreign language teaching at a university context. International Journal of Curriculum and Instruction, 11(2), 75–86.

License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.