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Towards a Web 2.0 TPACK Lesson Design Framework: Applications of a Web 2.0 TPACK Survey of Singapore Preservice Teachers

  • Joyce Hwee Ling KohEmail author
  • Ching Sing Chai
Chapter
Part of the Education Innovation Series book series (EDIN)

Abstract

The ability to use Web 2.0 technologies is an essential form of media literacy for twenty-first-century learners. Colleges of education need to train preservice teachers to use Web 2.0 technologies in pedagogically sound ways. This kind of teacher knowledge can be understood as a form technological pedagogical content knowledge (TPACK) or knowledge to integrate technological, pedagogical, and content knowledge to design ICT-integrated lessons. This paper analyzes Singapore preservice teachers’ perceived competencies for the integration of Web 2.0 technologies. A Web 2.0 TPACK survey was administered on 270 graduating preservice teachers, and subsequent factor analysis revealed teachers perceiving five types of TPACK that are needed to support Web 2.0 integration: Web 2.0 Efficacy, Social Networking Efficacy, Efficacy for Teaching without Web 2.0, Efficacy for Teaching with Web 2.0, and Cyberwellness Efficacy. Regression analysis found that all factors except Social Networking Efficacy had positive impact on preservice teachers’ Efficacy for Teaching with Web 2.0. The implications of these results for enhancing preservice teachers’ Web 2.0 TPACK are discussed with respect to a Web 2.0 TPACK Lesson Design Framework developed to scaffold preservice teachers in their consideration of TPACK elements during lesson design.

Keywords

Web 2.0 TPACK Technological pedagogical content knowledge Pre-service teacher education 

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Copyright information

© Springer Science+Business Media Singapore 2015

Authors and Affiliations

  1. 1.Learning Sciences and Technologies Academic Group, National Institute of EducationNanyang Technological UniversitySingaporeSingapore
  2. 2.National Institute of EducationNanyang Technological UniversitySingaporeSingapore

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