Abstract
This study was aimed at comparing the impact of constructivism and directed instruction on technology integration knowledge. Technological Pedagogical Content Knowledge (TPACK) was used as the framework to study and develop technology integration knowledge. The pretest-posttest quasi experimental method was defined as the study design. In this regard, 44 instructional technology students were selected as the sample group with a cluster random sampling method. Also, the TPACK questionnaire was selected as the data collection instrument. The sample received study treatment for one semester (15 sessions). The first experimental group was taught using directed instruction approach and the second group experienced constructivism environment as their treatment. Science was chosen as the subject and content for integrating technology into teaching. At the end of semester, the data was gathered and analyzed employing Covarience (ANCOVA). The results of Covarience analysis did not reveal a significant difference between directed instruction and constructivism teaching method to develop TPACK and its components.
| Original language | English |
|---|---|
| Pages (from-to) | 21-40 |
| Journal | New Educational Approach |
| Volume | 10 |
| Issue number | 2 |
| Publication status | Published - 2016 |
| Externally published | Yes |
| Publication type | A1 Journal article-refereed |