Technology boosts pedagogical content knowledge (PCK) with diverse resources and collaborative learning, but needs proper professional development.
Authors
Shashank Mittal, Associate Professor, Jindal Global Business School, O.P. Jindal Global University, Sonipat, Haryana, India
Ashutosh Pandey, FORE School of Management, New Delhi, India
Ajay Chandel, Lovely Professional University, India
Ta Huy Hung, Vietnam National University, Vietnam
Summary
This study investigates the impact of technology on teachers’ pedagogical content knowledge (PCK). A case study approach was employed to explore how digital tools and resources influence teachers’ content knowledge, pedagogical knowledge, and their integration. Data was collected through interviews, classroom observations, and document analysis. Findings suggest that technology can enhance PCK by providing access to diverse resources, facilitating collaborative learning, and supporting innovative instructional practices. However, effective technology integration requires adequate professional development and alignment with pedagogical goals. This research contributes to understanding the complex relationship between technology and PCK, offering implications for teacher education and professional development.
Published in: Digital and Cultural Influences on the Development of Pedagogical Content Knowledge (PCK) and TPACK
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