TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE (TPACK) CRAFT - UTILIZATION OF THE TPACK WHEN DESIGNING THE GEOGEBRA ACTIVITIES

Oct 15, 2026

Uploaded by Aditya

The study examines how middle school mathematics teachers utilize Technological Pedagogical Content Knowledge (TPACK) when designing classroom activities using the GeoGebra software. Three practicing teachers participated, and data were collected through an observation form developed by the authors and semi-structured interviews. Quantitative and qualitative analyses were applied to evaluate the teachers’ activity-design processes. Findings indicate challenges in integrating pedagogical knowledge with technology and deficiencies in TPACK-related competencies throughout design.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages16

Reading Time40 min

AccessFree to download

Introduction

TPACK background and components

Dynamic mathematics software and GeoGebra

Rationale for examining teachers’ TPACK usage

TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE (TPACK) CRAFT: UTILIZATION OF THE TPACK WHEN DESIGNING THE GEOGEBRA ACTIVITIES Rabia Gül KIRIKÇILAR, Avni YILDIZ Abstract: There are many studies with a focus on examining and developing individuals’Technological Pedagogical Content Knowledge (TPACK) . When examining these studies, one can recognize that these studies are usually conducted with preservice teachers. Nevertheless, examining teachers’ preparation processes of classroom activities constitutes an important area for the improvement of instruction. In this respect, it is important to examine the preparatory process of computer assisted activities that mathematics teachers include in their lessons. Hence, in this study, middle school mathematics teachers’ utilizations of the TPACK when designing classroom activities, which they prepared by using the GeoGebra software, were investigated. Participants of the study consisted of three mathematics teachers who have been working in a middle school. The data was collected by using an observation form, which was developed by the authors, and by conducting semi-structured interviews with the participants. The quantitative and qualitative data analysis methods were used in analyzing the collected data. The findings showed that teachers had difficulty integrating their pedagogical knowledge into the technology throughout the activity design processes and had deficiencies in terms ofthe TPACK. Key words: middle school teachers, observation form, GeoGebra dynamic software, TPACK. 1. Introduction It is important for teachers to show students how to use and reinforce the knowledge that they already have and produce new knowledge. By the transition from teacher-centered to student-centered teaching, a new period in education has begun in which learners take the role of constructer of the knowledge rather than being memorizer of the knowledge (Airasian & Walsh 1997) . Examining the literature one can notice that technology, which is one of the most important components of the 21st century, has been shaping and structuring the knowledge of students. Hence, at the present time, education and technology have become two interdependent concepts (Komis, Ergazakia & Zogzaa 2007; McCannon & Crews 2000) . Today, integrating technology into education is seen as an important part of effective teaching programs (Pierson 2001) . Therefore, teachers are expected to use the provided technologies in their classrooms as well as expected to integrate these technologies into learning environments (Gündüz & Odabaşı 2004) . In addition, the most important indicator of a relationship between technology and teaching is to do well planning about how technology would facilitate learning (Zhao, Pugh, Sheldon & Byers 2002) . As a matter of fact, in recent years studies have shown that besides technology knowledge teachers should have well-established content knowledge and pedagogical competencies that they can use in reflecting these content knowledge into technological environments (Anderson 2008) . Shulman (1986) found that teachers primarily focused on the content knowledge and foregrounded their field expertise, and they ignored pedagogical information. Consequently, Shulman (1987) integrated pedagogical knowledge into the content knowledge by adding it under the content knowledge category. Then, along with technological developments, the inclusion of technology alongside content and pedagogical knowledge has brought along other approaches (Mishra & Koehler 2006) . Mishra and Koehler (2006) divided TPACK into seven sub-knowledge categories: Technology Knowledge (TK), Pedagogical Knowledge (PK), Content Knowledge (CK), Technological Pedagogical Knowledge (TPK), Technological Content Knowledge (TCK), Pedagogical Content Knowledge (PCK), and Technological Pedagogical Content Knowledge (TPACK) . Mudzimiri (2012) stated that it is unrealistic to expect that teachers' TPACK will develop immediately s

FAQs

What does the study investigate about teachers’ TPACK usage?

It investigates how middle school mathematics teachers use TPACK when designing classroom activities with GeoGebra.

How were data collected in the study?

Data were collected using an observation form developed by the authors and semi-structured interviews with the three participating teachers.

What key challenge did the findings reveal?

Teachers had difficulty integrating pedagogical knowledge into technology during the activity design process and showed deficiencies related to TPACK.

Oct 15, 2026

Uploaded by Aditya