Follow this link for my Resume CV

Know your learning styles through this link,  just follow the Vark Tool , and if you are not yet certain , you can follow this also through self-assessment tool.

USING THE TPACK MODEL AS THE FRAMEWORK FOR INTEGRATING TECHNOLOGY IN TECHNICAL AND VOCATIONAL EDUCATION (VTE/TVE) PROGRAMMES

TOPICAL ISSUE IN EDUCATIONAL TECHNOLOGY

USING THE TPACK MODEL AS THE FRAMEWORK FOR INTEGRATING TECHNOLOGY IN TECHNICAL AND VOCATIONAL EDUCATION (VTE/TVE) PROGRAMMES

Presented By Ogundolire Henry Feyisayo Department of Science, Mathematics and Technology Education. Faculty of Education

University of Ibadan

Abstract

Technical and Vocational Education (VTE/TVE) is one of the manpower development programmes of study that is attracting the attention of various countries around the world. This quality qualifies it to be seen as the only programme that could address the menace of poverty and create employability skills among the recipients of the programme. In Nigeria, various studies have identified a lot of problems associated with TVE among these are: Brain drain; inadequate supply of technical workshops/laboratories; inadequate supply of instructional materials; lack of adequate motivation for instructors and students; poor professional, personal and public image; lack of well-equipped library for research work/project; lack of authentic and real-world learning environments; lack of graduates with employability skills for the 21st century world of work which has moved especially in the present era where world of work is rapidly changing its requirement for workers from skill- based to an ICT capable. This paper will discuss how these problems can be addressed with the use of technology. Using technology to proffer solutions to the problems requires technology integration skills which can be provided with technology integration models. Several technology integration models have been used in various studies but this paper discusses how one of them could be used fully to integrate technology. This paper intends to critically examine how these problems can be catered for using technology integration model called TPACK and it will also provide ways/solutions to improve the teaching and learning of vocational/technical education. It also makes attempt to highlight various stages of technology integration (ICT) as spelt out in ICT- eTD. It is concluded that integrating technology (ICT) following TPACK framework into TVE programmes is so significant that no any TVE programmes can afford to neglect, thereby recommending its full implementation in all areas of VTE and practically oriented courses.

Key words:  TVE, TPACK, ICT-eTD, ICT-eTSA and Technology Integration

Introduction

Issues like Technology Integration among other issues of technology use has been reoccurring in various journals, discussion fora, articles, stakeholder meetings and higher education institutions. There has been increasing pressure on teachers to integrate digital technology tools into their practice. Using digital technology is beneficial and its effects on teaching and learning could only be achieved when teachers are trained to effectively and efficiently use it. What this means is that, the effective use of digital technology only depends on teachers’ skills, beliefs, and knowledge. To achieve this, a framework is suggested to provide a lens through which the role of technology in teachers’ knowledge alongside the content and pedagogy can be examined which normally are isolated when it comes to technology usage for teaching and learning. However, this paper will not cover all the scope of technology integration as it applies to all subject areas but be limited to Technical and Vocational programmes.

Technical and Vocational Education programmes

Technical and Vocational Education (VTE/TVE) remains the popular means by which trained manpower is produced for economic and industrial growth of both developed and developing countries in the world. The Federal Republic of Nigeria, accurately stated in its National Policy on Education (2004) that, ‘Technical and Vocational Education is used as comprehensive term referring to those aspect of the educational process involving, in addition to general education, the study of technologies and related sciences and the acquisition of practical skills, attitudes, understanding and knowledge relating to occupations in the sectors of economic and social life”. This could be one of the reasons why TVE is integrated in almost all educational levels; primary, secondary and tertiary institutions. It is also an area that is attracting the attention of young and old researchers as well as educationists around the globe. There has been in recent years on technology use in education parlance and this has brought a shift in teaching and learning. Due to this paradigm shift in teaching and learning towards the use of ICT to enhance the teaching and learning, TVE as a course of study can benefit from the use of ICT. These benefits from ICT in TVE could solve the existing problems associated with it.

ICT and Technical and Vocational Education

The consensus among educational practitioners is that the use of ICT is the use of processes and technologies to create, distribute, manage, and enable learning via an electronic network. By the implication of the above definition, one may wonder how ICT(e-learning environment) that is similar to distant learning in designed and presentation can support the nature of courses offered in TVE, considering the fact that majority of the courses require hands-on activities (practical activities). But above definition offered some explanation to that effect, as to ICT-based environment and its flexibility to allow for the development of course content by lecturers/instructors, in order to give both teachers and students an opportunity to upload and download course materials (interaction) and of course the material dealing with practical (hands- on) activities; such as machining, measurement and so on. (Gupta, 2002).

An ICT based learning environment enables students, trainees and teachers/instructors interact virtually without necessarily having physical contacts. ICT-based instruction as the name implies refers to the use of electronic technology and media to deliver, support and enhance teaching, learning and assessment. It includes elements of communication within and between 

communities of learners and teachers, as well as provision of interactive online content, which may be locally generated or developed elsewhere. (O’Leary et. al., 2003)

The use of interactive electronic media has proven advantageous in recent study on Vocational and Technical education students and even seen as a solution to shortage of staff and materials in the field (Karahocaa, et-al, 2010). Using technologies to facilitate problem based learning in engineering and technical education will give students some sort of support to comfortably take part in learning activities, gives them an opportunity to work independently and developed new ideas on the problem at hand (Tasir, et-al, 2005). When all of these ICT-based environments and technological tools generally called e-learning are deployed to expedite the teaching and learning of TVE/VTE courses, this is generally referred to as ‘Technology Integration’

The use of technology in TVE/VTE is divided into two main categories, namely the Standard Technology and the Specific Technology. Standard Technology refers to analog equipment such as books, chalk, chalkboard, or digital devices such as internet, computer hardware and software as well as digital media (Lux, 2010; Mishra & Koehler, 2006). Specific Technology refers to the equipment and machines used specifically to perform a certain job scope (Guthrie, Harris, Simons, & Karmel, 2009). An example of specific technology will be the knowledge on offset printing machine for printing work or how to operate the splicing machine for a fiber optic installation module. This paper covers only what is within the range of ICT known as specific technology. The nature of Technical and Vocational Education (VTE/TVE) requires the instructors to acquire specialized knowledge related to teaching and learning of a particular job title in order to stay relevant and competitive with the explosion of knowledge across national boundaries. VTE/TVE instructors must acquire multiple specializations, engage in high level of thinking and participate in a transformative learning processes (Mishra, Koehler, & Henriksen, 2011). As stated above, some of the identified problems associated with the TVE programmes as shown in various studies have been seen to pose a great treat to the survival of TVE programmes in Nigeria. This has lingered for decades without any flick of improvement on the existing deplorable conditions. These problems are discussed in relation to how technology could be used to proffer solutions to them.

One major problem associated with TVE programmes in Nigeria especially is the problem of ‘Inadequate supply of technical workshops/Laboratories’ Most technical education departments in Nigerian universities do not have laboratory or workshop space let alone usable equipment and facilities and where they exist, the available laboratories and materials have been provided by the department when it was just established. Oryem (2005) indicated that only 40% of institutions of Higher Education in Nigeria have laboratory or workshop space for Technical education programmes. The others, 60% do not have laboratory or workshop space, and this results to low quality of technology programmes in higher institutions. There are two fundamental solutions that technology can bring: It is either, a virtual workshop/laboratory is used or a video shot of of a standard workshop/laboratory in a particular area or field of study is recorded and make available for use in another area for replications. If technology is used to have access to virtual workshop and laboratory through the internet in the cloud which is not limited by time or space, the problem of inadequate supply of technical workshops/Laboratories for TVE programmes will be considerably and relatively solved. This virtual workshop/laboratory is designed to accommodate different operation as if one is in a real practical workshop with the use of animation and simulation. This problem can be solved if virtual workshop is brought into play.

Problem of lack of adequate supply of workshop is often accompanied with the problem of lack of Instructional materials and consumables in TVE and where they are available they are very expensive to procure and the federal and state governments have not been providing funds to address this critical area. All we are getting is just lip service to TVE. These instructional material and consumables differs from one area of specialization to another which makes it more difficult to procure all the needed materials to explain different concepts and make them available for practice. Instructional materials and consumables are two different things. Instructional materials are used to support or aid teaching and learning of courses in TVE but Consumables are material needed to do practical works in the workshop/laboratory. Of course, in a virtual workshop/laboratory, there are adequate requisite resources that could be used as many time as possible without depreciating or loss of value in any bit. In terms of instructional materials, there are enough supporting materials over the internet to be used for any concepts being provided by some institutions that have gone ahead in development and made available for nations to make use of with no charge of fees. These resources are available in form of online or offline (downloaded) which are PDFs; audio description of concepts; video files of how complex mechanism takes place; different animation and simulation of operations. The use of technology in TVE programmmes cannot be overlooked at all because of the globalization effect around the world that gives everybody equal access to what is being done in another place which can be beneficial.

Of a truth, TVE instructors and students are not motivated at all due to lack of inadequate supply of workshop and laboratory and where they are available there are no adequate instructional material and consumables. Motivation in this context is referring to when the conduction unit is ready to conduct for it not to conduct is annoying but if the conduction unit is ready to conduct for it to conduct is satisfying. Often times students and instructors are ready to conduct or motivated either by what they want to learn or teach respectively for them conduct or be motivated to do what they are motivated to do is satisfying. The kind of environment provided by technology could motivate TVE instructors and students to greater level to work when they have access to creative virtual samples of work that can be replicated in the real world.

The products of this system of course would meet the requirement of the society solving real life problems which already have been demonstrated virtually in the virtual classroom. This virtual classroom or workshop gives opportunity for both instructors and students to think critically and creatively and this would in turn improve the professional, personal and public image of TVE programmes which has been seen as another problem plaguing TVE programmes in Nigeria Even though the general attitude of the public towards TVE programmes have been found to be negative, however, general public must be made to recognize that TVE programmes are the backbone of any nation for technological development. But this cannot be redeemed if there are on proofs to change the attitude of people.

Another problem that has been found to plague the TVE programmes in Nigerian educational system is the problem of a well-equipped library for research work or project. This does not leave TVE programmmes unaffected because it is the part of the system. However, this problem in TVE programmes can also be solved with technology use if properly annexed. Having access to this kind of technology-based learning environment like LMS and CMS will provide opportunity for their users to access the backpack or library where research works and projects can be carried out. Each of these platforms has a well-equipped library full of resources for their users.

Moreover, opportunities are abound over the internet for virtual libraries in different areas. There are specialized libraries for TVE in Singapore. Therefore TVE instructors or students that are ready to carry out some research work/projects can do this successfully because the online or virtual libraries are stocked with up-to-date textbooks and periodicals in their area of specialization, some of which are available offline.

It is not possible to have this kind of learning environment where creative and critical thinking are encouraged and real-world learning would not have taken place. Having authentic learning in TVE programmmes is a serious bottleneck to achieve in TVE and is due to lack of enviable and conducive learning environment. But with technology, this is possible by giving access to students and teachers to collaborate and interact among themselves. They can even have access to collaborative works of students in advanced countries who are undergoing the same projects and ideas could be shared. This is possible with a lot of web 2.0 or 3.0, the likes of social media, blog, wikis that give people opportunity to share their views and pass comments and even at times ask questions. There are YouTube videos that are interactive, webinar, web-conferences and others that TVE can make use of.

Of course, lack of this kind environment will be frustrating and will push some intelligent individuals to migrate to where they can be allowed to explore their talents, this is called ‘Brain Drain’ In the context of this paper, brain drain refers to the movement of lecturers of TVE which are needed for the socio-economic and technological advancement of Nigeria from one university to other universities or to other professionals (including politics) calling for better conditions of service. Akintunde (1989) identified five different components of brain drain: Experts in academics who moved to the industry where they get better pay for their services; lecturers and students who leave the country to acquire more knowledge and skill but later refused to return; lecturers who move from one country for other conditions of service; skill professionals who abandon the practice of technical education in favour of other more lucrative economic activities and political appointments which are not related to their training; skilled professionals, although in their field of training who do not devote their full attention to their job because of their effort to supplement their earnings through other unrelated economic activities. Bassi (2004) reported that: about 45% of all Nigerian professionals including technical educators have left the Nigerian shores over the decades since colonization. Between 1997 and 2007 alone, Nigeria lost over 10,000 middle level and high-level managers to the western economies. About 500 lecturers from Nigerian universities continue to emigrate each year, particularly to Europe, America and other African countries where the condition of service is relatively better. These Nigerians in Diaspora contribute 35 times more wealth to Europe, America and other African economy. Technology does just work in any system arbitrarily, it must be deliberately planned. To properly use technology in TVE requires a careful planning.

The nature of TVE programmes is such that if not planned very well in an organized manner using technology could compound the existing problems. If technology will be used at all it must be related to the content and the appropriate pedagogy. There are different technology integration models that can be used to achieve this in TVE programmes. Examples are TIP model; TAM model; UTAUT model; SAMR model; TPACK model. All these models have been found very useful for technology integration, but for this paper TPACK framework will be discussed.

The nature of TPACK makes it flexible for teachers/instructors to successfully make use of technologies because of its close connection to content and pedagogy. The framework provides dynamic strategies to TVE/VTE instructors that can help to enhance and improve the teaching and learning process.

What is TPACK? Is a question we need to ask ourselves.TPACK from a simple perspective?

is a framework that helps teachers to develop a knowledge base to teach with technology in their content areas. The nature of TPACK needs to be understood in order for proper and effective integration into teaching and learning within TVE context. Mishra and Koehler (2006) firmly suggested that TPACK was derived from three key knowledge domains which are: Technological knowledge (TK), pedagogical knowledge (PK) as well as content knowledge (CK). There are two viewpoints about TPACK’s epistemological (knowledge) nature. TPACK has been identified as a formation of TK, PK and CK such that the effects of each other cannot be disengaged. Shulman 1986 came up with much emphasis on pedagogy and content (PK and CK), the view says that, the two domains of knowledge cannot be separated. However, TPACK introduced the third knowledge domain called Technological knowledge (TK) which should not be treated in isolation from the two knowledge domains as submitted by Shulman 1986 and 1987. On the other hand, the integrative viewpoint where TPACK does not exist as a unique body of knowledge; but a simple combination of TK, PK, and CK that came about during teaching. There is preparatory support for the transformative perspective where TPACK exists as a unique body of knowledge (Angeli & Valanides, 2009).

TPACK provides instructors with strategies to match learning content with specific teaching techniques using appropriate technology (Archambault & Crippen, 2009; Koh, Chai, & Tsai, 2010). As in other professions, the ability to use technology to increase teaching and learning effectiveness is essential and expected (Ertmer & Ottenbreit-Leftwich, 2010).

Technology applications in the classroom are now a necessity and accordingly, all instructors are expected to acquire technological knowledge and apply technology integration in the classroom. Guthrie et al. (2009) reported that the TVET teaching and learning process requires high usage of technology since the syllabuses were designed based on hands-on, conscious creation, and collaborative experience concepts. In addition, rapid technological development, increase in enrollment, and financial constraints had forced TVET/VTE institutions to switch to software based applications such as animation and simulation software usage to complete the teaching and learning process (Eidsheim, 2009). With TPACK, instructors are able to re-evaluate the purpose of learning and make students think outside the box (Mishra et al., 2011).

These particular students who can be made to think outside the box when instructors are informed on how they can use technology to help students achieve this transition, actually emanate from what is generally called the “Net-Generation”. The ‘net generation’ students are digitally literate and fond of using ICT applications (Pittman, McLaughlin, & Bracey-Sutton, 2008; Short

& Reeves, 2009). The so called “Net-generation” students have been identified to have short attention span and technology has been identified to have the capability to boost their concentration level in the classroom (Mayes, Calhoun, Bixler, & Zimmerman, 2009). To be able to achieve this among the ‘Net generation students, TPACK is considered to fit into how instructors or teacher make use of technology in relation to the content and pedagogical knowledge. Other models of technology integration treat technology in isolation from content and pedagogy, there is no such an interplay among the content, pedagogy and technology. Therefore TPACK can be the bridging tool to reduce the existing digital divide between instructors and students. TPACK also has been identified as an agent of multidisciplinary integration (Francis, 2010). Coggshall et al. (2011) also reported that teachers from the ‘Y’ (Net) generation group (teachers born specifically between 1977 and 1995) are the most knowledgeable teachers compared to the previous generation due to their high interest in technology.

However, the same study showed that the ‘Y’ (Net) Generation teachers still feel reluctant to use technology in their profession. This situation was also detected and supported by others like: Al-Muz-Zammil & Abd. Muezzam Shah, 2010; Wahid, 2010) who found that although the use of ICT for personal purposes and shared digital literacy among teachers and prospective teachers is high, the rate of use in the learning process, however, is still at a moderate level or lower. This reluctance that these ‘Y’ generation teachers exhibit could be as a result of some underlining factors affecting their use of technology for teaching learning process even though they often use it for personal purposes. Using technology for teaching and learning process as explained by Temechegn 2011 is not a once and for all affair but involves stages from which teachers or instructors are equipped to move effectively and efficiently in the use of technology. Temechegn, 2011 came with a framework to help teachers develop technology integration skills broken down into four progressive stages, this framework is ICT- enhanced for teachers development.

The ICT-enhanced teacher development (ICTeTD) model is conceptualized “as the process in which ICT enhances the social, personal and professional development of teachers, and as one in which the enhancement of development in one aspect cannot happen unless the other aspect develop as well. ICTeTD is regarded as context-dependent since social, personal and professional development of teachers as well as their use of information and communication technologies (ICTs) are influenced by the context in which the teachers are operating” (Temechegn, 2011: p.8). The ICTeTD model is described as a tetrahedral framework of technological pedagogical content knowledge (TPCK) as shown in the figure below. It conveys the transformed nature of TPCK from its constituent content knowledge, pedagogical knowledge and technological knowledge. “The tetrahedral framework recognizes and indicates the progressive, transformed and dynamic nature of TPCK. Temechegn, 2011: p 18. Teachers in this tetrahedral model of ICTeTD progress from the initial stage of being aware of TPCK through to being creative and innovative TPCK professionals (that is, from the bottom of the pyramid through to the top of it). Temechegn (2011) The ICTeTD has a four continuum stage that teachers or instructors who want to integrate technology can follow, these stages are:

Emerging TPCK represents an initial stage of TPCK development by teachers. Teachers at this stage are beginning to be aware of the nature and importance of TPCK in their social, personal and professional development. In TVE/VTE programmes, instructors are expected to acquaint themselves with standard technology information of ICTs where they start to understand the potentials of using technology. This stage will inform TVE/VTE teachers to deploy ICTs. Such institutions begin to procure hardware and software computer system or have them donated. At the initial phase, TVE/VTE administrators and teachers are just starting to explore the possibilities and consequences of adding ICT for school management and the curriculum. Temechegn, 2012. TVE/VTE instructors at this stage will begin to develop themselves in word processing, spreadsheets, databases, presentation software and the use of internet and e-mail.s

Applying TPCK is characterized by teachers who started to use TPCK-based programs/lessons developed by others. Teachers at this stage also start engaging themselves in discussion among themselves about what it means to be a teacher of TPCK-based curriculum, about their feelings and students’ feelings while experiencing the TPCK-based curriculum, etc. Temechegn, 2012. This can be adapted for TVE/VTE programmes.

Infusing TPCK represents a stage of TPCK development by teachers will begin to modify, adapt and initiate their own TPCK-based materials/lessons/modules for diverse group of learners. Teachers at this stage have the capability to mentor/advise other teachers about what and how of TPCK-based educational programs. They can also comfortably adapt themselves to new situations in those programs. They can design and carryout TPCK-based inquiry/research activities to solve personal and institutional problems. Temechegn, 2012. This stage can be adapted for TVE programmes.

Transforming TPCK is the highest stage of social, personal and professional development of 21st century teachers. Teachers at this stage are creative and innovative in that they not only develop new and appropriate TPCK programs for their institutions but also come up with theories about the nature and methodologies of TPCK. Temechegn, 2012. If teachers are trained to acquire technology integration skills following the framework of ICT-eTD, teachers would have attained some standards as enumerated in ICT-eTSA. ICT-eTD was actually developed to help teachers attain standards set by UNESCO for Africa professional development. These standards are encapsulated in ICT-eTSA.

The ICT-eTSA is the standard as developed by UNESCO, 2002 to set up the baseline for teachers in Africa professional development which aims at providing a framework for a teacher’s career and clarifying what progression looks like. It also defines the characteristics of teachers at each career stage. Check this link:  www.unesco-iicba.org

The standards refer to a teacher’s competences stated in terms of his/her professional knowledge, skills and attitudes and is organized around six interrelated domains or broad standards of teachers, namely: i) Engage in Instructional Design Processes, ii) Facilitate and Inspire Student Learning, Innovation and Creativity, iii) Create and Manage Effective Learning Environments, iv) Engage in Assessment and Communication of Student Learning, v) Engage in Professional Development and Model Ethical Responsibilities, and vi) Understand Subject Matter for Use in Teaching. Each domain of teaching/teacher standard has its own

It is obvious that a teacher must first comprehend the material to be taught, that is, grasp the relevant content knowledge (CK). But a teacher’s knowledge of subject matter should go beyond comprehension of the material to be taught—s/he must understand the subject matter for teaching purposes. Teachers differ from biologists, historians, writers, or educational researchers, not necessarily in the quality or quantity of their subject matter knowledge, but in how that knowledge is organized and used.

ICTeTSA, therefore, defines competence as a whole of possession and development of a complex combination of ICT-enhanced knowledge, skills and attitudes displayed in the context of task performance. It recognizes competence not as trained behaviour but thoughtful capabilities and a developmental process. The development of these competences is supposed to progress developmentally from an initial stage of emerging through to the highest stage of transforming in terms of technology, pedagogy and content, with the context playing a pivotal role in the extent of the integration. Temechegn, 2012.

Conclusion

In conclusion, there is an urgent need to apply technologies to education especially in Technical and Vocational Education. This will help the TVE programmes and its recipients as well as the instructors/teachers to have an integrated approach to technology integration. It will also enable them to teach easily and more effectively. Using technology will instill into TVE graduates, ICT-based skills needed in the world of works which in turn prepare them to compete in a technology biased labor market that always necessitates the need to integrate technological tools in teaching and learning of hands-on courses. Moreover, the development in the use of technologies, its availability and affordability would enable TVE students to access virtual lecture materials and laboratory manuals and perform laboratory experiments virtually. These teaching materials cover all the five media elements known as: texts, audios, graphics, videos, and animations/simulations. The ICT-eTD by Temechegn, 2011 will help TVE teachers to develop technology integration skills in a progressive manner starting from an emerging stage of TPACK to transforming stage. The professional knowledge gained from TPACK framework can help TVE instructors to prepare their lessons and deliver their lessons with technology, if properly integrated, can eliminate the presumption that high quality TVE programmes cannot be accomplished. It will solve the problem of lack inadequate supply of workshop; solve the problem of adequate instructional materials and consumables. However, to achieve that, all efforts must be combined and hands must have to be on deck to adopt technology use (ICT) in teaching and learning of TVE/VTE programmes, so that the system can prepare TVE graduates to face the changing nature of the world of work. Therefore, it is recommended for all TVE programmes in Nigeria to fully implement the use of ICT in TVE programmes using the framework of TPACK model to train TVE/VTE instructors.

 References

Akintude,  M.  I.  (1989):  History of Development  in  Vocational and Technical Education, London: George Allen and Unwin Ltd.

Angeli, C. & Valanides, N (2009) Epistemological and methodological issues for the conceptualisation development and assessment of ICT-TPACK: Advances in TPACK. Computers and Education, 53 154-168

Archambault, L., & Crippen, K. (2009). Examining TPACK among K-12 Online Distance Educators in the United States. Contemporary Issues in Technology and Teacher Education, 9(1), 71-88.

Bassi, S. Y. (2004): The Role of the Directorate of Technical Cooperation in Africa (DCTA) in Technology Transfer and Acquisition in African Countries’ Proceeding, 2nd African Regional Conference on Engineering Education, University of Lagos, Nigeria 20th – 22nd September, pp 35 – 42

Coggshall, J. G., Behrstock-Sherratt, E., Drill, K., Menon, R., & Cushing, E. (2011, April).

Workplaces that support high-performing teaching and learning: Insights from Generation Y teachers. [Report] American Institutes for Research & American Federation of Teachers.

Eidsheim, N. S. (2009). Desktop simulation: Towards a new strategy for arts technology education. Ertmer, P. A., & Ottenbreit-Leftwich, A. T. (2010). Teacher technology change: How knowledge,

confidence, beliefs, and culture intersect. Journal of Research on Technology in Education,

42(3), 255-284.

Francis, A. (2010). Why do some preservice teachers trust digital technology and others don't?

Conceptualizing the  intersection  of  trust,  technology,  and  education.  Michigan State University.

Gupta A, (2002). Content Development for eLearning in Engineering Education Interactive Educational    Multimedia,    number4(April2002), pp. 12-23

Guthrie, H., Harris, R., Simons, M., & Karmel, T. (2009). Teaching for Technical and Vocational Education and Training (TVET). In L. J. Saha & A. G. Dworkin (Eds.), International handbook of research on teachers and teaching (Vol. 21, pp. 851-865). New York, NY: Springer.

Karahocaa D., Duldaa, I., Karahocaa, A., Yücela, A., Gulluoglua, B., and Arifoglua, E.

(2010).  Interactive e-content  development  for  vocational  and  technical  education. Procedia Social and Behavioral Sciences 2 (2010) 5842–5849.Available                                 online at www.sciencedirect.com

Koh, J. H. L., Chai, C. S., & Tsai, C. C. (2010). Examining the technological pedagogical content knowledge of Singapore pre-service teachers with a large-scale survey. Journal of Computer Assisted Learning, 26(6), 563-573.

Lux, N. J. (2010). Assessing Technological Pedagogical Content Knowledge. Unpublished 3430401, Boston University, MA.

M.Al-Muz-Zammil, Y., & Abd. Muezzam Shah, A. (2010). Penggunaan ICT Dalam Kalangan Guru Pelatih Kemahiran Hidup Fakulti Pendidikan, UTM. Retrieved from http://eprints.utm.my/10142/

Mayes, S. D., Calhoun, S. L., Bixler, E. O., & Zimmerman, D. N. (2009). IQ and neuropsychological predictors of academic achievement. Learning and Individual Differences, 19(2), 238-241. [doi: DOI: 10.1016/j.lindif.2008.09.001].

Mishra, P., & Koehler, M. J. (2006). Technological Pedagogical Content Knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017–1054.

Mishra, P., Koehler, M. J., & Henriksen, D. (2011). The Seven Trans-Disciplinary Habits of Mind: Extending the TPACK Framework Towards 21st Century learning. Educational Technology, 11(2), 22-28.

Oryem – Origa, S. O. (2005). Vocational Education and manpower Development, Lagos: Nigerian Vocational association monograph series.

Pittman, J., McLaughlin, R. T., & Bracey-Sutton, B. (2008). Critical Success Factors in Moving Toward Digital Equity. In J. Voogt & G. Knezek (Eds.), International handbook of Information Technology in primary and secondary education (Vol. 20, pp. 803-817). New York, NY: Springer.

Short, J. C., & Reeves, T. C. (2009). The graphic novel: A "Cool'' format for communicating to Generation Y. Business Communication Quarterly, 72(4).

Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14.

Shulman, L. S. (1987). Knowledge and teaching: Foundations of the New Reform. Harvard Educational Review, 57(1), 1.

Temechegn Engida (2011). ICT-enhanced Teacher Development Model. UNESCO-IICBA, Addis Ababa.http://www.eng.unesco-iicba.org/sites/default/files/ICT- enhanced%2Teacher%20Development.pdf

Temechegn Engida (2012). ICT-enhanced Teacher Standards for Africa. UNESCO-IICBA, Addis Ababa. http://www.eng.unesco-iicba.org/sites/default/files/ICTeTSA.pdf

www.tpack.org www.unesco-iicba.org