Technological Pedagogical Content Knowledge (TPACK) Based K-4 Learning Transaction Model (K-4 LTM) in Science and Social Sciences: A Descriptive Study

This chapter highlights about Technological Pedagogical Content Knowledge (TPACK) Based K-4 Learning Transaction Model (K-4 LTM) in Science and Social Sciences. Technology has become an increasingly important part of students’ lives beyond school, and even within the classroom it can also help increase their understanding of complex concepts or encourage collaboration among peers.As a "conceptual framework," technological pedagogical content knowledge (TPACK) has been developed to characterise the knowledge base that teachers require for successful technology integration. An experiment on the TPACK-based Practise Teaching Programme with reference to students' learning achievement was conducted in light of the importance of the concerns. The study has employed mixed method design especially the embedded mixed methods design used to explore the preliminary qualitative study to support for a primary quantitative study. Further this quantitative study has been supported with a qualitative study. The sample comprised of 40 student-teachers belonging to science and social science of the first batch integrated B.Ed program of Ravenshaw University and 341 students of CBSE-affiliated schools of Cuttack City. The experimental plan was implemented using an adaptation of the Solomon Four Group Design. We used Mean, SD, One-way ANOVA, t-test, and other statistical methods to analyse the quantitative data obtained from the achievement tests. The study team developed the TPACK-based K-4 Learning Transaction Model (K4-LTM) in response to the pre-service teachers' feedback.

The findings indicated that the implemented instructional processes affected pre-service teachers’ TPACK development positively. There were significant differences before and after the course implementation concerning Technology Knowledge, Technological Content Knowledge, Technological Pedagogical Knowledge, and TPACK in general”. In conclusion, further this experiment propelled to innovate TPACK based K-4 Learning Transaction Model with its unique features and practicability in the area of curriculum transaction. The results of the study have potentials to initiate reforms in teacher preparation more learner centric with support of TPACK based instruction.