TPACK Model -Case 3: ICT Integration in Preschool Classes: Examples of Practices in Greece

1. Context

1.1. This is an investigation project made in 17 preschools located in Greece. The aim of the research project was to investigate the reasons and the ways of computer integration-use in kindergarten classes, in Athens, Greece. They did interviews with teachers and observations of the interactions with the kids, technologies and teachers.

2. Elements of TPACK highlighted in the case

2.1. Content Knowledge (CK)

2.1.1. Teachers explain some letters with a cardboard

2.2. Pedagogical Knowledge (PK)

2.2.1. Teachers need to know how to teach to write o to read.

2.3. Technology Knowledge (TK)

2.3.1. Teachers also said that Technology can be used as a way to entertain and motivate kids

2.4. Pedagogical Content Knowledge (PCK)

2.4.1. Practice of fine motor skills by using the computer in order to learn a subject.

2.5. Technological Content Knowledge (TCK)

2.5.1. The computer is frequently used for the development of language skills, such as reading and writing.

2.6. Technological Pedagogical Knowledge (TPK)

2.6.1. Technology as a tool that can be used to teach and surpervised the teaching process. They used programs as Paint, CDrom, Word

3. ¿Does the case reflects the application of Technological Pedagogical Content Knowledge?

3.1. The case carries out an investigation in different preschool schools in Greece and as a result they determine that in some of these the technology is only used by children voluntarily and when they want to play. But in other schools they identified that technology was used by children to practice their fine motor skills and also the topics of some subjects, also, they showed them how to scan and write their name in word or in folders. Therefore, it is determined that in the first schools described there is no TPACK, but in the second there is.