Análisis del Conocimiento del Contenido Pedagógico
Tecnológico (TPCK) en Educación Superior

Analysis
of Technological Pedagogical Content Knowledge (TPCK) in Higher Education

Rodrigo Tovar Viera

Universidad Técnica de Cotopaxi

Latacunga, Ecuador

[email-masked]

Orcid: 0000-0002-5960-3020

David Abrajan Arias

Universidad Técnica de Cotopaxi

Latacunga, Ecuador

[email-masked]

Orcid: 0000-0002-9595-678X

Johana Muso Chango

Universidad Técnica de Cotopaxi

Latacunga, Ecuador

[email-masked]

Orcid: 0000-0003-3997-784X

Resumen— Estudios sobre las Tecnologías de la Información y la Comunicación
reflejan una amplia integración de las herramientas digitales en la enseñanza
de idiomas. Uno de los aspectos clave de las tecnologías digitales es que
tienen potencialidades y limitaciones a la hora de diseñar actividades de
aprendizaje basadas en la tecnología, resultando en prácticas tecnológicas en
el aula en la enseñanza de idiomas y originando una nueva área de investigación
para profesionales e investigadores. Este estudio explora las competencias
tecnológicas y las percepciones de los profesores de idiomas sobre el uso de la
tecnología, pedagogía, y contenido en sus clases. Se aplicó una encuesta para
recopilar información sobre el uso de herramientas tecnológicas, la integración
de la tecnología, la pedagogía y los contenidos en la enseñanza del inglés, y
el conocimiento sobre sus componentes. Los resultados informan que, aunque los
docentes aplican tecnología en sus clases y poseen conocimientos de tecnología
digital, a menudo omiten posibles actividades de aprendizaje. Es decir, los
profesores muestran un bajo nivel en el dominio del conocimiento relacionado
con la tecnología. Dado que los profesores de inglés informan que poseen
dificultades al integrar el modelo de Contenido Pedagógico Tecnológico para
planificar hábilmente instrucciones lingüísticas ricas en tecnología, los
resultados de este estudio sugieren que este modelo es necesario en los
programas de capacitación. Esto permite que los profesores encuentren
oportunidades prácticas para la integración de la tecnología en sus prácticas
docentes. Se espera que los resultados de este estudio originen implicaciones
pedagógicas y aplicaciones para futuras investigaciones.

Palabras Clave: Contenido, enseñanza,
idiomas, pedagogía, tecnología.

Enviado: 02/10/2020                                     Aceptado:
30/11/2020                                   Publicado:
30/12/2020

Sumario: I Introduction, II Methodology, III Results and Discussion, IV Conclusions.

Como
citar: Tovar, Rodrigo., Abrajan, David., Muso, Johana. (2020). Análisis del
Conocimiento del Contenido Pedagógico Tecnológico (TPCK) en Educación Superior.
Revista Tecnológica - Espol, 32(2). Recuperado a partir de
http://www.rte.espol.edu.ec/index.php/tecnologica/article/view/776

http://www.rte.espol.edu.ec/index.php/tecnologica/rte/article/view/776

https://doi.org/10.37815/rte.v32n2.776

Abstract— Information Communication
Technology research reflects the degree of integration of digital tools in
language teaching. One of the key aspects to digital technologies is that
certain technologies have affordances and constraints when designing technology-based
learning activities, resulting in classroom technology practices in teaching
languages creating a new research area for practitioners and researchers. The
present study investigates English teachers’ technological competences and
perceptions of using technology, pedagogy, and content in their language
classrooms. A survey was applied to gather information about the use of
technological tools, the integration of technology, pedagogy, and content in
teaching English as well as knowledge about their components. Results revealed
that although teachers applied technology in lessons and had knowledge of
digital technology, potential learning activities were often overlooked.
Teachers were not sufficiently skilled in technology-related knowledge domain.
Since English teachers reported difficulty integrating the Technological
Pedagogical Content Knowledge framework to plan technology-rich language
instructions skillfully, research outcomes suggest
that such a framework is needed in training programs. This affords teachers
practical opportunities integrate technology into their classroom teaching
practices. Ideally, research findings will uncover pedagogical implications and
applications for further research.

Keywords: Content, languages, pedagogy, technology,
teaching.

I. INTRODUCTION

Technology has improved the administration and organization of general
education, particularly in language teaching and learning. With technological
advancements teachers and language learners, particularly Ecuadorians, are
experiencing new language teaching and learning scenarios. Ten to twenty years
ago, technology did not influence language teaching and language learning as it
does today. To get positive results and learners’ enduring understanding, teachers
and students must learn how to use technology productively. To an extent,
language instructors require a certain level of technological knowledge to
develop their professional development and learn new skills and knowledge [1].

Technological Pedagogical and Content Knowledge (TPCK) [2] has been
developed from the Knowledge of Pedagogical Content model [3], which states
that the interconnection between Content Knowledge and Pedagogical Knowledge
produces effective language teaching and learning. The TPCK framework has been
designed to focus on teachers’ use of technology with pedagogy and content to
effectively develop language teaching strategies. This framework has generated
changes in society and allows teachers and school administrators to propose new
teaching methods by incorporating contemporary methodologies and diminishing
traditional ones.

As teaching and learning evolve, English teachers must use new methods
and technological tools for enhanced language teaching in the digital era. The
use of technology is essential in learning a foreign language [4] and [5]
although the technology is already in student pockets, mounted on walls, and in
nearly all electronic device in the back of classrooms [6], many teachers often
overlook how to leverage and integrate it as a didactic resource for their
language teaching and language instructions. Often English teachers are
challenged in developing technological competencies when using or teaching with
technology [7]. One reason may be that teachers have not become digitally
competent and hesitate using new technological
resources. Another reason may be that teachers do not know how to access
suitable methodologies to incorporate technology in the classroom [8]. English
teachers cannot stay indifferent to the changes that happen in the educational
panorama [9].

When examining teacher development in related knowledge domains of TPCK
framework, it was observed in [10] that though teachers applied technology in
their lessons, they did not develop potential activities for learning as they
were not proficient in the technology-related knowledge domain. In [2],
following the notions of [3] and the central idea of blending content and
pedagogy to increase the understanding of how particular topics or problems are
arranged and adapted to the diverse interests and various levels of learners’
abilities, it is stated that “thoughtful pedagogical uses of technology require
the development of a complex, situated form of knowledge called Technological
Pedagogical Content Knowledge (TPCK)” (p.1017). According to [2], this model
allows the incorporation of technological resources in the function of the
different types of knowledge that intervene in the design of digital
educational resources: content, pedagogy, and technology. It also addressed how
the dynamic integration among content, pedagogy, and the incoming technology
generates the seven domains of the framework, namely Content Knowledge (CK),
Pedagogical Knowledge (PK), Technological Knowledge (TK), Pedagogical content
knowledge (PK), Technological Content Knowledge (TCK), Pedagogical
Technological Knowledge (TPK), Technology, pedagogy, and content knowledge
(TPCK). Such a meaningful and efficient way of teaching content with technology
goes beyond the isolated knowledge of the TPCK’s three key domains. It
addresses the way the interconnection of these domains and different contextual
communicative situations, construct effective language scenarios for successful
knowledge transmission.

Despite the broad potential of Information and Communication Technology
(ICT), the TPCK framework has not been extensively applied in teaching
languages, particularly in Ecuador, except with selective works [11]- [16]
reported in the last five years.  The effective
use of ICTs to promote social inclusion and development in education and
language teaching is one of the key challenges today. Consequently, it is not
surprising that when someone talks about the use of technology in the language
classroom, the first word that comes to mind is computer technology [17]. It is
essential to understand how computers help develop target languages and that
computers alone cannot develop language learners’ skills. Language instructors
must integrate proper methodologies to reinforce learners’ linguistic competences
[18] and encourage them to find appropriate computer technology activities
[19]. Then, [20] regarding the ICTs’ usage, highlights that we need technology
in every classroom and in the hand of every student and teacher, because it is
the pen-and-paper today’s digital era, and the lens through which we experience
much of our world. However, the challenge is how to optimize and use it
effectively in the classroom.

Nonetheless, the present research investigates EFL language teachers’
technological competences and perceptions of using the technology, pedagogy,
and content in their language classroom. The research questions that lead this
study are: What technological tools are used for academic purposes? What are
the teachers’ perceptions of integrating technology, pedagogy
and content in language teaching? What do teachers know about the TPCK
components?

II. METHODOLOGY

The research study is descriptive in
design with a quantitative, result-oriented approach. It adopts the assessment
instrument from [21] to collect information about a) the use of technological
tools to communicate with students, b) knowledge of integrating technology,
pedagogy, and content in their teaching practices, and c) knowledge about TPCK
components.

A.
Participants

Participants in this research study
included sixteen in-service English language instructors from the Teaching
Staff of the Language Center at the Technical University of Cotopaxi. The
participants were 56.3% female and 43.7% male. The majority (53%) ranged a
teaching experience from 6 to 10 years, and the total number of participants
has a master’s degree. Thus, 19% of participants has a MA in teaching English,
75% in Education, and 6% in technology for teaching and management.
Additionally, 69% possess a Higher Diploma in English as a Second/Foreign
Language.

B.
Data collection Procedure

For the nature of the population,
the study is exploratory, diagnostic, and descriptive. The data was collected
in the period of March-August 2019 through the adapted TPCK questionnaire [21].
The questionnaire was applied to 16 in-service English teachers, and it was
submitted to their e-mail addresses and via WhatsApp to gather in-service teachers’
TPCK perceptions and their technological competences. Excel Analysis ToolPack was employed for quantitative data processing
analyses. Under a descriptive scope, the study seeks to measure information
collected by running a commentary analysis on the phenomenon under study [22].

C.
Survey design

The
survey design involved reviewing relevant literature on numerous instruments
already being used for assessing technology use in educational settings. Most
of these instruments focused on technological resources, technology skills,
advantages and disadvantages of technology, teacher attitudes and technology
support. The instrument was developed according to the conceptualizations about
pedagogy and content knowledge and how technology is increasingly related to
language teaching and learning.

D.
Validity of the Instrument

Five MA English
teachers gauged the validity and reliability of the questionnaire. The pilot
study results suggest modifying four items of the questionnaire, as these were
not accurate and not connected with the objective and research questions.
Later, the questionnaire with some amendments were submitted for final
evaluation so that it was seen as a reliable and valid instrument —with Cronbach’s
Alpha internal consistency of 0.982 that allowed researchers to diagnose and
describe EFL teachers’ technological, pedagogical, content knowledge. The
survey consisted of two sections. The first part inquired information about the
use of technological tools to communicate with students for academic purpose. The
second part contained 35 items for measuring TPCK components (5 TK items, 5 CK
items, 5 PK items, 5 PCK items, 5 TCK items, 5 TPK items, and 5 TPACK items) in
EFL teachers. The 35 questions are based on a Likert scale level: (1=strongly
disagree; 2 =disagree; 3=neutral=4; agree=5; strongly agree =6).

III. RESULTS AND DISCUSSION

Examining
technological tools teachers used to communicate for academic purposes is a
must. As shown in Fig. 1, participants reported that the average frequency of using
WhatsApp (as text messages and video calls) was 100% applied throughout their
teaching practices. That is, they used WhatsApp (M=10) more often to
communicate with their students, followed by educational platforms and e-mail addresses
(M=6.3), respectively. Concerning real-time communication between several users
whose computers are connected to a network or so-called Chats (M=5.0), were the
third technological tool used to keep contact between teachers and students. In
contrast, Blogs (M=1.3) were considered the least used for academic purposes
among EFL teachers.

Fig. 1
Use of technological tools

Data
on Fig. 2 illustrates teachers’ knowledge of integrating technology,
pedagogy, and content in their teaching practices.  Data could be quite revealing in several
ways. First, over half of those surveyed, 56.25%, can integrate appropriate
methods and technologies and use strategies to effectively teach English. A
minority of participants (12.5%) indicated that they have difficulty selecting
strategies and technologies. While 62.5% of those interviewed indicated that
they could teach combining the content, pedagogical and technological knowledge
and applying strategies and computer applications; a minority of participants
(12.5%) indicated that they successfully combined the TPCK model. While 56.25%
of those interviewed indicated that they could take a leadership role among
their colleagues in integrating technological, pedagogical, and content
knowledge while two English teachers have difficulty integrating TPC knowledge
[23]. See TABLE I

TABLE
I

NEGATIVE
CORRELATION BETWEEN VARIABLES

Technology

Pedagogy

Content

Technology

1

Pedagogy

-0.3113514

1

Content

0.11994605

-0.2353528

1

When
analyzing the isolated question about the integration of technology, pedagogy,
and content knowledge into their lesson plans, the total number of respondents
(100%) indicated they could integrate the framework within their teaching
practices. Nonetheless, the items related to the effective integration of
technologies and the relationships of technological, pedagogical, and content
knowledge in Fig. 2, reveals a negative correlation between the variables (see TABLE I). The possible reason
could be that their pedagogical knowledge is not according to their
technological and content knowledge (see Fig. 5). Accordingly, Koehler et
al. highlight that both the mastery of content to be taught and how such
content is practically connected with technology, by integrating cognitive and
theories of language learning are crucial to generate enduring understanding.

Fig. 2 Technological, pedagogical, and content
knowledge

Concerning
knowledge about the TPCK components, 100% of participants expressed
that they knowledgeable about technological component. As can be seen from the Fig. 3 (below), over half of
those surveyed (56.25%) reported frequently using technology such as websites,
blogs, and wikis. A minority of 18.75% of participants indicated that they
could learn technology quickly, and only 12.5 % mentioned that keep up with
important technologies. Whereas, 18.75% of those
interviewed indicated using technologies to teach English and know several new
technology websites, for instance, web 2.0, blogs, and wikis. There is evidence
that the majority of the English teachers know about technology.
However, 25% of the English instructors reported limitations to solving digital
and technical problems and unaware of several websites, blogs, wikis, etc. Additionally,
6.25% of the respondents indicated they cannot solve digital and technical issues
in the use computer – mediated as a source for learning. In general, data showed
that teachers struggled with integrating technology into their language
teaching practices. These results are in line with [24] and [25], who pointed
out lower technological competence levels in language instructors.

Fig. 3
Technological knowledge

The
results regarding content knowledge reflect that 62.5% English teachers are
familiar with the linguistic and cultural background of the English language
community, and recent research in the English language. Thus, 56.25% of the
surveyed informed having various ways and strategies to teach English and to
lead with student’s queries and difficulties shown into the teaching-learning
process. It is observed that most English teachers are familiar with content
knowledge and can solve students’ questions, nevertheless, only 6.25% of them
know how to apply English content-related domains in the real-life learning
situations. Even though teachers acknowledge mastering the content of the
English language, there are still limitations to know how such a content in English
can be applied in enduring and meaningful learning activities via the use of
technology and the implementation of useful language learning activities to
improve learners’ linguistic and communicative competences.

Fig. 4
Content knowledge

Fig. 5
Pedagogical knowledge

Regarding
pedagogical knowledge, 62.5 % of language instructors know how to assess
student performance, adapt their teaching style, and employ a wide range of
teaching approaches in a classroom setting; 18.75% have difficulties adapting
their teaching style and the curriculum in students’ performance within the
learning stages. Over half surveyed know how to manage learners’ understanding,
creating a friendly atmosphere in class, and developing a good relationship
between students and the teacher. In contrast, 18.75% have difficulty managing
learners’ understanding and cannot use a wide range of teaching approaches in a
classroom environment. It evident that English teachers have enough knowledge
regarding practical pedagogical knowledge while a minority of participants (6.25%)
bore limitations handling students’ comprehension due to their inability to adjust
their teaching style to learners’ individual differences. This is in connection
with the research outcomes highlighted in [23].

In Fig. 6, the summary
statistics for teachers’ pedagogical content knowledge shows that the majority of respondents felt that they guide students’
critical thinking properly. Thus, 81.25% can select practical teaching
approaches to monitor student thinking and learning in English, and 68.75% familiar
with technology and can use it to teach English, but 18.75% show limited
knowledge about digital technology and how to use it in their classrooms. From
these results, we can infer that most English teachers have a solid knowledge of
pedagogy and content and seem capable to select appropriate and effective
teaching strategies for the content area. However, difficulties exist in
applying varying teaching approaches either in their lesson plans or their
practices. It
can thus be suggested that pedagogical uses require the development of a
complex and situated form of knowledge when integrating teaching with
technology [3].

Fig. 6
Pedagogical content knowledge

Regarding technological
pedagogical knowledge (see Fig. 7), over half of the participants (62.5%) can choose
technologies to enhance their teaching approach and think critically when using
and applying technology in their classroom. Nonetheless, 6.25% of them
indicated an average understanding of how to adopt technology in their teaching
activities. These results are in line with those of [25] who reported
difficulties in using technology in language classrooms. While 43.75% of
English teachers state they know how to use technology as a teaching tool for
students problem-solving, 25% know how to use computer applications to support
student learning. A further analysis between items in Fig. 2 and Fig. 3 revealed that although
teachers showed positive occurrences of using technology and pedagogy in their
classes, they had limited confidence to technology integration, that is, there
was no significant difference at the p=0.05 level, among items. This parallel
analysis is in line with those who discovered less self-confidence in English
teachers at using technology for academic purposes in their classroom [20].

Fig. 7
Technological pedagogical knowledge

The results regarding technological
content knowledge in Fig. 8 (below) set out that 50% of the language instructors
understand about websites and can prepare lesson plans using online materials. Meanwhile,
56.25% know technology applications and apply them to illustrate difficult
contents in English. Although English teachers recognize their technological
and content knowledge, they struggled difficulties when selecting effective
teaching approaches to guide students’ critical thinking and learning in
English lessons. A minority of participants reported having advanced knowledge
in the use of digital tools to language teaching but had limitations in
understanding how to use technology in academic setting. On the other hand,
while 56.25% of them can select appropriate and effective teaching strategies
for their disciplinary area, 62.5% can prepare lesson plans about different
topics. The results can determine that English teachers have enough knowledge
regarding practical teaching approaches to guide students’ critical thinking
and learning. Nevertheless, a minimum percentage (6.25%) cannot select and apply
effective teaching strategies for developing the English language. These
results corroborate the findings of a much of the previous work in [11],[12]and
[13] that found lack of digital competence and limitations with integrating
technological tools in language teaching.

Fig. 8
Technological content knowledge

Although
most revealed positive beliefs to the TPCK framework, it does not mean that all
teachers had the proper knowledge and competence in the related domains.
Accordingly, [23] suggests using the TPCK framework prior to gaining knowledge
of what makes concepts difficult or easy to learn and how technology can
positively guide building on existing knowledge and teaching materials.

IV. CONCLUSIONS

Research on educational practices
reflects the extensive integration of digital tools in language teaching
[26]-[30]. Overall, the study provides a description of English teachers’
knowledge about classroom technology practices, including pedagogy and content
integration with technology in language teaching. Regarding the effectiveness
of using technology in the classroom, results suggested that there are still
limitations in understanding how digital technology could be integrated; that
is, participants are still far behind the effective integration of
technology-based environments in language teaching. In general terms, teachers
perceived high valuations on their technological knowledge, although they claim
skills difficulty in integrating tech-tools and digital applications in the PCK
components. A possible explanation for these results may be the lack of
familiarity with the technological sub-components of the TPCK framework since
they see technology, pedagogy, and content as independent components of each
other rather than collaborative components. This could pose unnecessary
challenges to teaching practices, in the sense that TK itself cannot determine
the quality of knowledge transmission.

Concerning technological skill
competencies, teachers showed little confidence in technology integration under
the CK to be taught and the PK to be used as well as an inadequate
understanding of the TK, TCK, TPK. The self-reported-based questionnaire
illustrated the necessity to create opportunities to reinforce and update
teachers’ technological knowledge to strengthen their digital competencies and
to make teaching with technology more efficient and practical. In the present
digital era, improving TPCK framework among teaching staff first and then
practically is paramount. In other words, they need to first know how to use
the domain-specific knowledge in classroom technological practices.

In general, results recommend
comprehensive teacher training programs where teachers get feedback on the
advantages of technology and what computer programs and applications are
suitable for fruitful implementations in language environments and how such
tech-tools can provide learners with meaningful and enduring understanding. It
can then be concluded that technology should not be used in isolation since
acceptable teaching practices depend on teachers’ ability to integrate their
technological knowledge with pedagogy and content.

Although the current research study
is limited by the population being studied and the small scope of data being
collected, it provides a useful starting point for understanding participants’
beliefs and challenges about their technological competence. Since English
teachers reported having difficulty integrating the TPCK framework to plan
technology-rich language instructions skillfully, research suggests that such a
framework is needed in training programs. Hence, teachers find practical
opportunities for technology integration into their classroom teaching
practices.

The study is a follow up of previous
research from [12] and [13].

ACKNOWLEDGEMENT

We would like to thank the teaching
staff of the language center from Universidad Técnica de Cotopaxi for open the
doors in carrying forward this research study that is part of the thesis
dissertation entitled ‘Technological pedagogical and content knowledge (TPCK)
framework in English language teaching’.

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