The Impact of Using Digital Video Recordings by Prospective Teachers on Their Technological Pedagogical Content Knowledge
Abstract
:1. Introduction
2. Literature Review
2.1. Preparing Prospective Teachers
2.2. Digital Video Recordings (DVRs) Enhance Prospective Teacher Preparation
2.3. The TPACK Framework as a Conceptual Framework
2.4. Using DVRs to Analyze TPACK Domains
2.5. Study Rationale, Objectives, and Questions
- What is the impact of prospective teachers’ use of DVRs on their Technological Pedagogical Content Knowledge (TPACK) and its seven domains: (TK, PK, CK, PCK, TCK, TPK, TPACK)?
- How does the use of DVRs affect Technological Pedagogical Content Knowledge (TPACK) and its seven domains: (TK, PK, CK, PCK, TCK, TPK, TPACK)?
3. Materials and Methods
3.1. Research Design
3.2. Participants
3.3. Data Collection Tools
3.3.1. TPACK Questionnaire
3.3.2. Semi-Structured Interviews
3.4. Procedure
3.5. Data Analysis
3.5.1. Quantitative Data Analysis
3.5.2. Qualitative Data Analysis
4. Results
4.1. Quantitative TPACK Results
4.2. Qualitative TPACK Results
4.2.1. Technological Knowledge (TK)
4.2.2. Pedagogical Knowledge (PK)
4.2.3. Content Knowledge (CK)
4.2.4. Pedagogical Content Knowledge (PCK)
4.2.5. Technological Content Knowledge (TCK)
4.2.6. Technological Pedagogical Knowledge (TPK)
4.2.7. Technological Pedagogical Content Knowledge (TPACK)
5. Discussion
5.1. Impact on Pedagogical Content Knowledge (TPACK) Reflection
5.2. Impact on Technological Knowledge (TK)
5.3. Impact on Pedagogical Knowledge (PK)
5.4. Impact on Content Knowledge (CK)
5.5. Impact on Pedagogical Content Knowledge (PCK)
5.6. Impact on Technological Content Knowledge (TCK)
5.7. Impact on Technological Pedagogical Knowledge (TPK)
5.8. Impact on Technological Pedagogical Content Knowledge (TPACK)
6. Conclusions and Recommendations
7. Limitations of the Study
8. Ethical Procedures
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Conflicts of Interest
References
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Pseudonym | Gender | Year | Specialization |
---|---|---|---|
Hassan | Male | Second | Arabic Language |
Suhad | Female | Second | Arabic Language |
Marwa | Female | Third | Mathematics |
Shadha | Female | Third | Mathematics |
Sahar | Female | Third | Mathematics |
Tasneem | Female | Third | Mathematics |
Huda | Female | Second | Early Childhood |
Maha | Female | Second | Early Childhood |
Jumana | Female | Third | Science |
Mariam | Female | Third | Science |
Number of Items | Reliability Using Cronbach’s Alpha | |
---|---|---|
TK Domain | 11 | 0.902 |
PK Domain | 7 | 0.919 |
CK Domain | 6 | 0.909 |
PCK Domain | 7 | 0.905 |
TCK Domain | 5 | 0.886 |
TPK Domain | 10 | 0.894 |
TPACK Domain | 7 | 0.895 |
Overall questionnaire reliability | 0.838 |
Category | Themes | Examples on Themes |
---|---|---|
TK | Knowledge and Use | I lacked proficiency in using the application effectively, particularly the technical aspects. |
Mastery | Once I gained proficiency in the application (Word Wall) and its settings, I was able to use it more effectively in another lesson. | |
Suitability | I sought to replace the program with a tool that students could interact with, such as GeoGebra. | |
PK | Knowledge | I discovered through DVRs that this requires knowledge of how to support and provide equal opportunities for all while considering individual differences. |
Understanding | I saw through DVRs that the teaching method needed to be changed in the next lesson, so I used the cooperative learning strategy. | |
CK | Accessing | I found through DVRs that to expand the educational content, and students understand it better; We need to search for other sources. |
Mastery | The DVRs helped me to master the educational content so that I was able to repeat it in a way that makes it easier for students to understand. | |
Addressing gaps | Through DVRs, it became clear to me that we should not rely solely on the math textbook to pass a particular topic. | |
PCK | Methods and means | Replacing the traditional teaching method with the “Think-Pair-Share” strategy led to improved student engagement and outcomes. |
TCK | Selection | I noticed that the integration of technological tools and their selection should be developed for students to achieve their learning objectives. |
Interaction | I saw that the students interacted with the technological tools I chose, and these tools achieved learning and acquisition of the content. | |
TPK | Technology enhances teaching skills. | Using educational technology tools has made me more attentive to planning my lessons. |
Choosing the most suitable technology tool | I integrate the technology tool that achieves the educational objectives. | |
Exposure to technology tools that play a role in teaching. | We should be exposed to new technology tools that are more effective in teaching and learning. | |
TPACK | Interaction | Recognizing traditional method’s limitations, I leveraged DVRs to explore a new engaging tech tool for a more active learning experience. |
Domains | Group | N | Adjusted Means | S.D. |
---|---|---|---|---|
TK | Experimental | 35 | 46.19 | 16.56 |
Control | 35 | 24.81 | 18.08 | |
PK | Experimental | 35 | 44.05 | 17.61 |
Control | 35 | 26.94 | 19.42 | |
CK | Experimental | 35 | 43.73 | 16.63 |
Control | 35 | 27.26 | 19.80 | |
PCK | Experimental | 35 | 44.31 | 16.83 |
Control | 35 | 26.68 | 19.28 | |
TCK | Experimental | 35 | 47.37 | 14.40 |
Control | 35 | 23.63 | 17.75 | |
TPK | Experimental | 35 | 47.13 | 16.42 |
Control | 35 | 23.86 | 16.85 | |
TPACK | Experimental | 35 | 46.96 | 16.21 |
Control | 35 | 24.03 | 17.25 | |
Overall scale of the questionnaire | Experimental | 35 | 47.56 | 15.19 |
Control | 35 | 23.43 | 17.31 |
Domains | Group | Sum of Squares | df | Mean Squares | F | p | |
---|---|---|---|---|---|---|---|
TK | Group | 6974.109 | 1 | 6974.10 | 23.144 | 0.001 | 0.254 |
Error | 20,490.877 | 68 | 301.33 | ||||
PK | Group | 4214.537 | 1 | 4214.53 | 12.059 | 0.001 | 0.151 |
Error | 23,772.11 | 68 | 349.59 | ||||
CK | Group | 4598.129 | 1 | 4598.12 | 13.882 | 0.001 | 0.170 |
Error | 22,523.83 | 68 | 331.23 | ||||
PCK | Group | 4857.549 | 1 | 4857.54 | 14.707 | 0.001 | 0.178 |
Error | 22,460.60 | 68 | 330.29 | ||||
TCK | Group | 9504.822 | 1 | 9504.82 | 36.356 | 0.001 | 0.348 |
Error | 17,777.62 | 68 | 261.43 | ||||
TPK | Group | 9445.370 | 1 | 9445.37 | 34.101 | 0.001 | 0.334 |
Error | 18,834.69 | 68 | 276.98 | ||||
TPACK | Group | 9174.916 | 1 | 9174.91 | 32.704 | 0.001 | 0.325 |
Error | 19,077.03 | 68 | 280.54 | ||||
Overall | Group | 9683.887 | 1 | 9683.88 | 36.231 | 0.001 | 0.348 |
Error | 18,175.37 | 68 | 267.28 |
Domains | Group | Type of Measurement | Mean | SD | t | p | d |
---|---|---|---|---|---|---|---|
TK | Control | Posttest | 3.1766 | 0.88496 | 0.359 | 0.361 | 0.061 |
Pretest | 3.0909 | 0.88497 | |||||
Experimental | Posttest | 4.1039 | 0.59619 | 4.930 | 0.001 | 0.833 | |
Pretest | 3.1766 | 0.88496 | |||||
PK | Control | Posttest | 3.8245 | 0.74802 | −0.064 | 0.475 | 0.059 |
Pretest | 3.8367 | 0.61214 | |||||
Experimental | Posttest | 4.4286 | 0.49000 | 6.531 | 0.001 | 1.104 | |
Pretest | 3.6000 | 0.61912 | |||||
CK | Control | Posttest | 3.8238 | 0.85934 | −0.301 | 0.383 | −0.051 |
Pretest | 3.8905 | 0.77115 | |||||
Experimental | Posttest | 4.4571 | 0.45615 | 6.187 | 0.001 | 1.046 | |
Pretest | 3.5610 | 0.73224 | |||||
PCK | Control | Posttest | 3.8000 | 0.86910 | −0.288 | 0.387 | −0.049 |
Pretest | 3.8612 | 0.66960 | |||||
Experimental | Posttest | 4.5061 | 0.46787 | 5.425 | 0.001 | 0.917 | |
Pretest | 3.6137 | 0.75535 | |||||
TCK | Control | Posttest | 3.3771 | 0.85924 | 0.382 | 0.352 | 0.065 |
Pretest | 3.2914 | 1.00977 | |||||
Experimental | Posttest | 4.2971 | 0.42391 | 5.480 | 0.001 | 0.926 | |
Pretest | 3.3771 | 0.85924 | |||||
TPK | Control | Posttest | 3.3486 | 0.92938 | −0.740 | 0.232 | −0.125 |
Pretest | 3.5200 | 0.83377 | |||||
Experimental | Posttest | 4.3114 | 0.53400 | 5.108 | 0.001 | 0.863 | |
Pretest | 3.3486 | 0.92938 | |||||
TPACK | Control | Posttest | 3.3265 | 0.90189 | −0.859 | 0.198 | −0.145 |
Pretest | 3.5306 | 0.86173 | |||||
Experimental | Posttest | 4.2980 | 0.55585 | 5.197 | 0.001 | 0.878 | |
Pretest | 3.3486 | 0.92938 | |||||
Overall scale of the questionnaire | Control | Posttest | 3.5253 | 0.68179 | −0.265 | 0.396 | −0.045 |
Pretest | 3.5745 | 0.66478 | |||||
Experimental | Posttest | 4.3432 | 0.41337 | 6.876 | 0.001 | 1.162 | |
Pretest | 3.4291 | 0.62442 |
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Shayeb, S.; Daher, W. The Impact of Using Digital Video Recordings by Prospective Teachers on Their Technological Pedagogical Content Knowledge. Eur. J. Investig. Health Psychol. Educ. 2024, 14, 2445-2462. https://doi.org/10.3390/ejihpe14090162
Shayeb S, Daher W. The Impact of Using Digital Video Recordings by Prospective Teachers on Their Technological Pedagogical Content Knowledge. European Journal of Investigation in Health, Psychology and Education. 2024; 14(9):2445-2462. https://doi.org/10.3390/ejihpe14090162
Chicago/Turabian StyleShayeb, Shaheen, and Wajeeh Daher. 2024. "The Impact of Using Digital Video Recordings by Prospective Teachers on Their Technological Pedagogical Content Knowledge" European Journal of Investigation in Health, Psychology and Education 14, no. 9: 2445-2462. https://doi.org/10.3390/ejihpe14090162