Integrating TPACK and collaborative learning to enhance technological proficiency in physics education
Ana Mgeladze 1 * , Marika Kapanadze 1
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1 School of Education, Faculty of Business, Technology and Education, Ilia State University, Tbilisi, GEORGIA* Corresponding Author

Abstract

This research investigates the role of collaborative learning in enhancing the technological skills of physics teachers. Using the technological pedagogical content knowledge (TPACK) framework, a year-long training program integrated mobile applications into physics education, aiming to boost teachers’ technology proficiency and foster team-based teaching methods. Teachers engaged in structured sessions with hands-on activities, collaborative projects, and regular feedback, enabling them to effectively incorporate technology into their lessons. The findings highlight significant advancements in teachers’ confidence and competence with mobile apps, creating engaging and impactful learning experiences for students. Moreover, the collaborative nature of the program fostered a professional community among teachers, encouraging ongoing improvement and mutual support. This study underscores the transformative power of integrating technology into physics education when paired with proper resources and collaborative efforts, demonstrating its potential to elevate teaching practices and enhance student learning outcomes. With proper support and resources, teachers can use technology to improve their teaching.

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, Volume 21, Issue 8, August 2025, Article No: em2681

https://doi.org/10.29333/ejmste/16715

Publication date: 01 Aug 2025

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