Implementing Integrated KARDS Modules on Teachers’ Pedagogical Content Knowledge: A Quantitative Investigation

The current survey is scaffolded on post-transmission pedagogy and heutagogy training with a technology-incorporated model. The researchers endeavored to incorporate an integrated version of KARDS (Knowing, Analyzing, Recognizing, Doing, Seeing) modules. The researchers employed convenience sampling to allocate 75 teachers into three classes. The groups were designated as heutagogy-focused, cybergogy-focused, and control groups. The instruments include an Oxford placement test, a knowledge, and technology TI-KARDS test. The application of cybergogy focused group was based on the framework introduced by Kumaravadivelue (2012), and the tenets of TPACK were proposed by Mishra and Koehler (2006). The implementation of a heutagogy focused group was based on the framework introduced by Kumaravadivelue (2012), and the tenets of heutagogy were investigated by Hase and Kanyon (2013). Through the heutagogy-focused phase, micro-learning, and micro-teaching techniques were used. Microlearning tools such as telegrambots and Chat-GPT were used. Through the cybergogy-focused phase, TPACK standards were introduced, and micro-learning tools such as YouTube and weblogs were used. One-way ANOVA indicated the three groups were homogenous. The findings revealed of two ANCOVA and post-hoc comparisons revealed that the heutagogy group significantly performed better than the cybergogy group and the control group on the post-test of pedagogical content knowledge and TI-KARDS test. The cybergogy group significantly performed better than the control group on the post-test of pedagogical content knowledge and TI-KARDS.