Technology Integration in Teaching: Applying TPACK Model for Vietnamese Universities
Main Article Content
Abstract
This research aims to synthesize international experiences in applying technology in teaching according to the TPACK model (Technological Pedagogical Content Knowledge), in order to draw lessons and apply them to Vietnamese universities. This article uses a theoretical research method, mainly synthesizing and analyzing texts from research papers published in large databases including Science Direct, Scopus, and Google Scholar, using keywords such as "TPACK" and "application of technology in teaching". To effectively apply technology, educational technologists have developed modern teaching frameworks, including the TPACK model, which combines three elements: (i) Technological knowledge; (ii) Pedagogical knowledge; and (iii) Content knowledge. Teachers need to harmoniously integrate these three elements when applying the TPACK model. In Vietnam, there have been some recent studies on the TPACK model in universities; however, the number of studies is still limited. This research aims to synthesize and analyze relevant studies on the application of technology in teaching according to the TPACK model. International experiences serve as practical lessons for Vietnamese universities to adapt and apply appropriately to the TPACK model, integrating technology with content and pedagogical methods in teaching to meet current practical requirements.
Keywords:
TPACK, teaching, technology application.
References
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[24] T. N. Duong, P. T. T. Hai, Primary School Teacher Training in the Context of Digital Transformation - TPACK Model Approach, Journal of Education, Vol. 24, No. 8, 2024, pp. 40-45 (in Vietnamese).
[25] J. M. Rosenberg, M. J. Koehler, Context and Technological Pedagogical Content Knowledge (TPACK): A Systematic Review, Journal of Research on Technology in Education, Vol. 47, No. 3, 2015, pp. 186-210.
[26] K. F. Cochran, J. A. DeRuiter, R. A. King, Pedagogical Con-tent Knowing: An Integrative Model for Teacher Preparation, Journal of Teacher Education, Vol. 44, No. 4, 1993, pp. 263-272.
[27] J. V. Driel, W. Veal, F. Janssen, Pedagogical Content Knowledge: An Integrative Component within the Knowledge Base for Teaching, Teaching and Teacher Education, Vol. 17, No. 8, 2001, pp. 979-986.
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[29] Figg, Candace; JAIPAL, Kamini, TPACK-in-Practice: Developing 21st Century Teacher Knowledge, In: Society for Information Technology & Teacher Education International Conference, Association for the Advancement of Computing in Education (AACE), 2012, pp. 4683-4689.
[30] L. T. Lye, Opportunities and Challenges Faced by Private Higher Education nstitution using the TPACK Model in Malaysia, Procedia - Social and Behavioral Sciences. Vol. 91, 2013, pp. 294-305.
[31] Amade, Salasiah, Mahmud, Murni, Jabu, Baso, Tahmir, Suradi, TPACK Model Based Instruction in Teaching Writing: An Analysis on TPACK Literacy, Iternational Journal of Language Education, Vol. 4, No. 1, 2020, pp. 129-140.
[32] N. V. B. Hien, D. T, K, Thuong, Developing Hanoi’s Innovative Learning Ecosystem in the Context of Digital Transformation, Proceedings of 2nd Hanoi Forum on Pedagogical and Educational Sciences, Vietnam National University Press, Hanoi, 2022, pp. 188-198 (in Vietnamese).
[33] T. Goradia, Role of Educational Technologies Utilizing the TPACK Framework and 21st Century Pedagogies: Academics’ Perspectives, Vol. 6, No. 3, 2018, pp. 43-61.
[2] N. T. H. Oanh, Teaching and Learning in Higher Education in the Digital Age in Vietnam, Proceedings of 2nd Hanoi Forum on Pedagogical and Educational Sciences, Vietnam National University Press, Hanoi, 2022, pp. 156-166 (in Vietnamese).
[3] J. Lei, Quantity Versus Quality: A New Approach to Examine the Relationship between Technology use and Student Outcomes, British Journal of Educational Technology, Vol. 41, No. 3, 2010, pp. 455-472, https://doi.org/ 10.1111/j.1467-8535.2009.00961.x.
[4] M. Z. M. Zin et al., Relationship Between the Multimedia Technology and Education in Improving Learning Quality, Procedia - Social and Behavioral Sciences Vol. 90, 2013, pp. 351-355, https://doi.org/10.1016/j.sbspro.2013.07.102.
[5] J. Hughes, The Role of Teacher Knowledge and Learning Experiences in Forming Technology-Integrated Pedagogy, Journal of Technology and Teacher Education, Norfolk, VA: Society for Information Technology & Teacher Education, Vol. 13, No. 2, 2005, pp. 277-302.
[6] S. Raymond, Nickerson, P. P. Zodhiates, Technology in Education: Looking Toward 2020, Lawrence Erlbaurn Associates, Inc., Routledge Publishers, ISBN 0-8058-0214-2, 2013.
[7] Z. Z. Ting, Y. U. M. Hua, Riezebos, Peter, A Research Framework of Smart Education, Smart Learning Environments, Vol. 3, No. 4, 2016, pp.1-17.
[8] A. Roy, Technology in Teaching and Learning, International Journal of Innovation Education and Research, Vol. 7, No. 4, 2019, pp. 414-422.
[9] S. S. Lee, Those who Understand: Knowledge Growth in Teaching, Educational Researcher, Vol. 15, No. 2, 1986, pp. 4-14.
[10] D. A. Schmidt et al., Technological Pedagogical Content Knowledge (TPACK) the Development and Validation of an Assessment Instrument for Preservice Teachers, Journal of Research on Technology in Education, Vol. 42, No. 2, 2009.
[11] N. N. Hieu, Applyling Technology and TPACK Model in Teaching, Vinh University Journal of Science, Vol. 46, No. 4B, 2017, pp. 18-26 (in Vietnamese).
[12] N. T. Dung, A Survey on the Necessity and Feasibility of the TPACK Framework for Integrating Technology in Teaching, Hue University Journal of Sciecne: Social Sciecnes and Humanities, Vol. 128, No. 6C, 2019, pp. 205-4,
https://doi.org/10.26459/hueuni-jssh.v128i6C.5306 (in Vietnamese).
[13] N. V. Loi, Technological Pedagogical and Content Knowledge in Foreign Language Teaching: A literature review, Can Tho University Jourrnal of Sciecne, Vol. 57, No. 1C, 2021, pp. 186-195,
https://doi.org/10.22144/ctu.jvn.2021.024 (in Vietnamese).
[14] T. M. Dung, Training Pre-service Teachers to Teach Mathematics with Information Technology: a View from the TPACK Framework, Ho Chi Minh City University of Education Journal of Science, Vol. 19, No. 2, 2022, pp. 201-212, https://doi.org/10.54607/hcmue.js.19.2.3328 (in Vietnamese).
[15] V. P. Lien, D. T. T. Phuong, Applying the TPACK model in Teaching Substances and Changes of Substances (Natural Science 6) through Designing E-book, Journal of Education, Vol. 23, No. 7, 2023, pp. 133-138 (in Vietnamese).
[16] N. T. Dung, Proposing a Practice Scale Based on the TPACK Framework for Competence Assessment - Technology Integration in Teaching, Journal of Education, Vol. 23, No. 08, 2023, pp. 34-39 (in Vietnamese).
[17] T. V. Minh, D. B. Lam, Educational Science Researching Methodology, Vietnam National University Hanoi Publisher, 2020 (in Vietnamese).
[18] E. Sheninger, W. Kieschnick, Integrating Technology into Instructional Practice, http://leadered.com/pdf/IntegratingTechnologyInstructionalPractice.pdf/, 2018 (accessed on: July 20th, 2021).
[19] M. Roger, The TPACK Framework Explained. https://www.schoology.com/blog/tpack-frameworkexplained/, 2018 (accessed on: July 20th, 2021)
[20] http://www.tpack.org (accessed on: July 20th, 2021).
[21] E. Brianza, M. Schmid, J. Tondeur, D. Petko, Situating TPACK: A Systematic Literature Review of Context as a Domain of Knowledge, Contemporary Issues in Technology and Teacher Education, Vol. 22, No. 4, 2022,
pp. 707-753.
[22] I. Tabak, Lights, camera, Learn: When the Set is as Important as the Actors, In R. Luckin, S. Puntambekar, P. Goodyear, B. L. Grabowski, J. Underwood, N. Winters (Eds.), Handbook of Design in Educational Technology, New York, NY: Routledge, 2013, pp. 397-405.
[23] M. J. Garrison, Expanding the Notion of Social Context in Educational Technology Research: Notes from the Field, Welsh Journal of Education, Vol. 12, No. 1, 2023, pp. 26-39.
[24] T. N. Duong, P. T. T. Hai, Primary School Teacher Training in the Context of Digital Transformation - TPACK Model Approach, Journal of Education, Vol. 24, No. 8, 2024, pp. 40-45 (in Vietnamese).
[25] J. M. Rosenberg, M. J. Koehler, Context and Technological Pedagogical Content Knowledge (TPACK): A Systematic Review, Journal of Research on Technology in Education, Vol. 47, No. 3, 2015, pp. 186-210.
[26] K. F. Cochran, J. A. DeRuiter, R. A. King, Pedagogical Con-tent Knowing: An Integrative Model for Teacher Preparation, Journal of Teacher Education, Vol. 44, No. 4, 1993, pp. 263-272.
[27] J. V. Driel, W. Veal, F. Janssen, Pedagogical Content Knowledge: An Integrative Component within the Knowledge Base for Teaching, Teaching and Teacher Education, Vol. 17, No. 8, 2001, pp. 979-986.
[28] M. J. Koehler, P. Mishra, What is Technological Pedagogical Content Knowledge? Contemporary Issues in Technology and Teacher Education, Vol. 9, No. 1, 2009, pp. 60-70.
[29] Figg, Candace; JAIPAL, Kamini, TPACK-in-Practice: Developing 21st Century Teacher Knowledge, In: Society for Information Technology & Teacher Education International Conference, Association for the Advancement of Computing in Education (AACE), 2012, pp. 4683-4689.
[30] L. T. Lye, Opportunities and Challenges Faced by Private Higher Education nstitution using the TPACK Model in Malaysia, Procedia - Social and Behavioral Sciences. Vol. 91, 2013, pp. 294-305.
[31] Amade, Salasiah, Mahmud, Murni, Jabu, Baso, Tahmir, Suradi, TPACK Model Based Instruction in Teaching Writing: An Analysis on TPACK Literacy, Iternational Journal of Language Education, Vol. 4, No. 1, 2020, pp. 129-140.
[32] N. V. B. Hien, D. T, K, Thuong, Developing Hanoi’s Innovative Learning Ecosystem in the Context of Digital Transformation, Proceedings of 2nd Hanoi Forum on Pedagogical and Educational Sciences, Vietnam National University Press, Hanoi, 2022, pp. 188-198 (in Vietnamese).
[33] T. Goradia, Role of Educational Technologies Utilizing the TPACK Framework and 21st Century Pedagogies: Academics’ Perspectives, Vol. 6, No. 3, 2018, pp. 43-61.
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