Instructional Factors and Technological Pedagogical Content Knowledge Influencing the Individualized Learning Using Information Devices

Abstract

The purpose of this study is to clarify the instructional factors influencing the practice of individualized learning using information devices and the pedagogical knowledge employed by teachers. A semi-structured interview survey was conducted with seven teachers who were identified as autonomy-supportive using the Problems in Schools Questionnaire. The analysis, based on Yoshizaki's (1984) framework of instructional factors, suggested that understanding children's actual conditions (such as prior knowledge, interests, and attitudes), educational views of the instructor, instructional material research, and teaching methods (including learning processes and perspectives) are potential factors influencing the practice of individualized learning using information devices. Furthermore, when categorized by pedagogical knowledge (TPACK), the analysis suggested the utilization of knowledge related to education (PK), pedagogical content knowledge (PCK), technological pedagogical knowledge (TPK), and technological pedagogical content knowledge (TPACK).