In-Service Teachers' TPACK Development through an Adaptive E-Learning Environment (ALE)

Autor/inn/en	Elmaadaway, Mohamed Ali Nagy; Abouelenein, Yousri Attia Mohamed
Titel	In-Service Teachers' TPACK Development through an Adaptive E-Learning Environment (ALE)
Quelle	In: Education and Information Technologies, 28 (2023) 7, S.8273-8298 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Elmaadaway, Mohamed Ali Nagy) ORCID (Abouelenein, Yousri Attia Mohamed)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-2357
DOI	10.1007/s10639-022-11477-8
Schlagwörter	Technological Literacy; Pedagogical Content Knowledge; Electronic Learning; Distance Education; COVID-19; Pandemics; Inservice Teacher Education; Technology Integration; Lesson Plans + Suchen Sie Ihr Suchwort? Technisches Wissen; Pädagogische Kompetenz; Distance study; Distance learning; Fernunterricht; Lehrerfortbildung; Lesson planning; Unterrichtsplanung
Abstract	Due to the effects of the COVID-19 crisis on educational institutions, schools had to close and switch to online education. Training in-service teachers to incorporate and utilize technology as part of Internet-based instructions was a challenge and pressing necessity. TPACK is an essential framework for comprehending how teachers employ technology in teaching. Despite the significance of adaptive learning environments in recent years, research has not addressed how to use these environments to improve the TPACK of in-service teachers, particularly during crises. Consequently, our objective was to design an adaptive learning environment that provides in-service math, science, and English teachers with substantial and continuing support for each TPACK component. A total of 173 in-service teachers were divided into two groups: an experimental group of 83 who used adaptive learning and a control group of 90 who used Zoom techniques. TPACK questionnaires were administered before and after the experiment. The experimental group improved TPACK more than the control group. All teachers believed that adaptive learning training helped them to build technology-integrated lesson plans. This study provides ideas and practices for developing an adaptive learning environment for the in-service teachers' TPACK development. The challenges to adaptive learning environments have been highlighted, identifying the potential for future investigations. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01