Making tacit knowledge and practices more explicit for the development of tpack

Abstract

This action research study explored an approach to better facilitate the development of teachers’ technological pedagogical and content knowledge (TPACK). The approach combined problem-based learning (PBL) with Nonaka’s SECI framework (socialization, externalization, combination, internalization). Based on the survey data, teachers believed that their TPACK had improved. Qualitative data derived from one of the groups also demonstrated TPACK improvement. The teachers’ initial understanding toward teaching tended to put the blame on students, but this changed through a cycle of action and feedback. Throughout these cycles, teachers began to focus more on what could be done to improve learning, and, as a result, began to realize that technology in itself is not likely to improve ineffective teaching practices. Consequently, their use of technology for teaching and learning became more purposeful.