Integrating Digital Technologies in Education: Exploring Teachers' TPACK and Professional Development Strategies
Description
The advancement of digital information and communication technologies (DICT) has brought about significant changes in education, requiring teachers to develop new skills to integrate these technologies into their teaching practices. However, many still struggle to use DICT effectively, likely due to insufficient training. This study investigates how teachers in the municipal education system of Santo André understand, express, and apply technological pedagogical content knowledge (TPACK) in their teaching, especially in relation to DICT integration. The research is grounded in the premise that DICT is key to pedagogical innovation and adapting teaching to contemporary needs, but gaps remain in teacher training and their ability to integrate these technologies efficiently. The main objective is to understand teachers' perceptions and practices regarding TPACK and DICT. Specifically, the study seeks to analyze their knowledge of technological pedagogical content, identify challenges they face in using DICT, and develop and validate a professional development program that addresses these needs. The research uses Design-Based Research (DBR), emphasizing collaborative work between researchers and participants. This approach fosters a formative process that involves iterative cycles of development, implementation, and reflection. Data collection includes questionnaires (with open and closed questions) and the Free Word Association Technique (TALP), analyzed with the IRaMuTeQ software. This method allows for in-depth analysis of teachers' social representations of DICT use. Results show that while teachers recognize the importance of DICT in enhancing teaching and learning, there is still limited use. Barriers include unfamiliarity with digital tools and insufficient initial training, making DICT integration in classrooms challenging. Additionally, teachers express the need for more practical, targeted training, helping them not only learn about technology but also apply it effectively in the classroom. In response to these findings, the proposed educational product is a continuous professional development program designed to support the progressive improvement of teaching practices using DICT. This training promotes the development of TPACK and provides teachers with opportunities for reflection, experimentation, and practical use of technology in the school setting.
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Steps to reproduce
Start by clearly defining the central theme of the study (for example, "Technological Pedagogical Content Knowledge - TPACK"). Identify and select the target population (for example, basic education teachers) who will participate in the study. Sample Selection: Choose a convenience sample from the target population. The size of the sample may vary depending on the context, but it should be sufficient to capture a diversity of perspectives. In this study, 21 teachers from different fields of knowledge were selected. Data Collection – Free Word Association Technique (TALP): Apply the Free Word Association Technique (TALP) to collect data. Ask participants to list five words that come to mind when they think of the central theme (for example, "Education and Technology"). After listing the words, ask them to rank the words in order of importance (from 1 to 5) and provide a justification for each choice. Data Preparation: After collecting all the data, organize the words and justifications into a database. Each participant’s responses should be recorded separately. Ensure that the data is cleaned and formatted for analysis, removing duplicates and standardizing terms where necessary (for example, singular and plural forms – Lemmatization). Analysis using IRaMuTeQ Software: Use the IRaMuTeQ software to perform a Prototypical Analysis. This analysis will categorize the words into four quadrants based on frequency and order of evocation: Central Core: High frequency and low order of evocation (immediately recalled). First Periphery: High frequency but evoked later. Contrast Zone: Low frequency and low order of evocation (specific to subgroups). Second Periphery: Low frequency and high order of evocation. Interpretation of the Results: Analyze the quadrants generated by the software, focusing on the Central Core for the most significant terms and the Peripheral Zones for context-specific variations (Action Scheme). This will reveal the shared social representations of the target population regarding the central theme. Report Findings and Discussion: Present the findings, discussing the implications of the Central Core and Peripheral Elements. Relate these findings to the broader theoretical framework (for example, Social Representations Theory and Central Core Theory), and explore their potential to inform future pedagogical practices or institutional policies. This methodological procedure can be replicated in other contexts by adjusting the central theme and the target population.