Teachers’ self-reported TPACK and their perceptions of Computer-Supported Collaborative Learning

Computer-Supported Collaborative Learning (CSCL) queries how technology can facilitate collaborative learning and can occur in classroom, online, and hybrid contexts, both synchronously and asynchronously (Chen et al., 2018). The potential of CSCL has been shown at all levels of education, including in primary school (Chen et al., 2019). While the field recognizes the complexity and multiplicity of classroom realities (Wise & Schwarz, 2017), if and how teachers compose between technology and collaborative learning on a daily basis is not yet documented. Despite the recognition of CSCL as an effective pedagogical method, its adoption among teachers remains limited (Zhu, 2013). TALIS surveys reveal that only 30% of lower-secondary school teachers report adopting CL and ICTs in their teaching practices (OECD, 2017). Teachers’ knowledge could be a lever to face this low level of implementation of CSCL; prior research has demonstrated that teachers' knowledge influences their instructional practices (Baumert & Kunter, 2013), and according to Schmid et al. (2021), the combination of “different knowledge dimensions [is needed] to effectively teach with technology” (p. 1). This study proposes (1) to investigate how teachers perceive and implement CSCL, and (2) how their technological, pedagogical, and content knowledge (TPACK) may influence their perceptions and decisions. A survey method, including questionnaires and interviews, was chosen to gather quantitative and qualitative insights from primary school teachers. The data collection is currently going on, targeting a convenance sample of French primary school teachers. We contribute by informing teacher practices and providing recommendations for CSCL implementation through the development of teacher knowledge.