EXPLORING THE INTEGRATION OF TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE (TPACK) IN ONLINE TEACHING AMONG EFL LECTURERS

Endang Darsih, Vina Agustiana, Wulan Rahmatunisa

Abstract


This study is conducted based on the consideration of the importance of technology literacy for lecturers in online teaching. The purpose of this study was to find out the TPACK (Technological Pedagogical Content Knowledge) overview of English lecturers in online teaching. In particular, this study analyzed the level of TPACK along with the TPACK forming components of 3 English lecturers. This research applied a mixed method by implementing a concurrent embedded design. This study was conducted at Kuningan University by involving 3 lecturers who teach General English subject in Faculty of Teacher Training and Education, Kuningan University. Since TPACK is knowledge that integrates three basic knowledge; content knowledge (CK), pedagogical knowledge (PK) and technological knowledge (TK), so in collecting data, there are 3 instruments that were used, namely self-report questionnaires, performance assessments and observations. With regard to the TPACK level of English language education lecturers, the results of the analysis show that all of the English lecturers are described as adequate and high in most of the domains concerned in this study such as CK, PCK, TCK, TPK, and TPACK. However, they describe themselves as high in two domains; Technological Knowledge (TK), and Pedagogical Knowledge (PK). This is in line with the results of lesson plans analysis and observation of lecturers’ real teaching which refers to a high level of technology integration.

Keywords


TPACK, content knowledge (CK), pedagogical content knowledge (PCK) and technological content knowledge (TCK)

Full Text:

PDF

References


Agyei, D. D., & Voogt, J. (2015). Determining Teachers ’ TPACK through observations and self- report data. March 2011.

Archambault, L. M., & Barnett, J. H. (2010). Revisiting technological pedagogical content knowledge: Exploring the TPACK framework. Computers and Education, 55(4), 1656–1662. https://doi.org/10.1016/j.compedu.2010.07.009

Bingimlas, K. (2018). Investigating the level of teachers’ Knowledge in Technology, Pedagogy, and Content (TPACK) in Saudi Arabia. South African Journal of Education, 38(3).

Creswell, J. (1994). Research design: Qualitative and quantitative approaches. Sage Publications.

Harris, J., Mishra, P., & Koehler, M. (2009). Teachers’ technological pedagogical content knowledge and learning activity types: Curriculum-based technology integration refrained. Journal of Research on Technology in Education, 41(4), 393–416. https://doi.org/10.1080/15391523.2009.10782536

Joyce Hwee Ling Koh, Ching Sing Chai, W. Y. L. (2016). Teacher Professional Development for TPACK-21CL: Effects on Teacher ICT Integration and Student Outcomes. Sage Journal, 55(2), 172–196.

Karadeniz, Ş., & Vatanartıran, S. (2013). Adaptation of a TPACK survey to Turkish for secondary school teachers. International Journal of Human Sciences, 10(2), 34–47. http://www.j- humansciences.com/ojs/index.php/IJHS/article/view/2636

Koh, J. H. L. (2019). TPACK design scaffolds for supporting teacher pedagogical change. Educational Technology Research and Development, 67(3), 577–595. https://doi.org/10.1007/s11423-018-9627-5

Koh, J. H. L., Chai, C. S., & Lim, W. Y. (2017). Teacher Professional Development for TPACK- 21CL: Effects on Teacher ICT Integration and Student Outcomes. Journal of Educational Computing Research, 55(2), 172–196. https://doi.org/10.1177/0735633116656848

Masry-Herzallah, A. (2021). European Journal of Educational Research. European Journal of Educational Research, 10(4), 2045–2054. https://www.researchgate.net/profile/Asmahan-Masry- Herzallah/publication/350235524_Education_for_multiculturalism_in_a_master’s_degree_progr am_in_Policy_and_Administration_in_Education_Comparing_Jewish_and_Arab_students_in_Is rael/links/6056dde0a6fdccbfeaf

Moreno, J. R., Montoro, M. A., & Colón, A. M. O. (2019). Changes in teacher training within the TPACK model framework: A systematic review. Sustainability (Switzerland), 11(7). https://doi.org/10.3390/su11071870

Schmidt-crawford, D. A., & Tai, S. D. (2016). Understanding Teachers ’ TPACK Through Observation Running Head : TEACHERS ’ TPACK THROUGH OBSERVATION Understanding Teachers ’ TPACK Through Observation Denise A . Schmidt-Crawford Wei Wang Iowa State University. September 2017.

Shulman, L.S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher.

Shulman, L.S. (1987). Knowledge and Teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1-22.

Shulman, Lee S. (2000). Teacher Development: Roles of Domain Expertise and Pedagogical Knowledge. Journal of Applied Developmental Psychology, 21(1), 129–135. https://doi.org/10.1016/S0193-3973(99)00057-X

Spector, J. M. (2015). Measuring and Assessing Tpack (Technological Pedagogical Content Knowledge). The SAGE Encyclopedia of Educational Technology, February 2016. https://doi.org/10.4135/9781483346397.n205

Thompson, A. D., Mishra, P. (2007). Breaking news: TPCK becomes TPACK! Journal of Computing in Teacher Education, 24(2), 38.

Tseng, J. J., Chai, C. S., Tan, L., & Park, M. (2020). A critical review of research on technological pedagogical and content knowledge (TPACK) in language teaching. Computer Assisted Language Learning, 0(0), 1–24. https://doi.org/10.1080/09588221.2020.1868531

Wen, H., & Shinas, V. H. (2020). Using a multidimensional approach to examine TPACK among teacher candidates. Journal of Digital Learning in Teacher Education, 37(1), 30–47. https://doi.org/10.1080/21532974.2020.1804493

Wiersma, W., & Jurs, S. G. (2005). Research methods in education: An introduction (8th ed.). MASS: Pearson Education.

Willermark, S. (2018). Technological Pedagogical and Content Knowledge: A Review of Empirical Studies Published From 2011 to 2016. Journal of Educational Computing Research, 56(3), 315–343. https://doi.org/10.1177/0735633117713114

Yalley, C. E. (2017). Investigating the Technological Pedagogical Content Knowledge of Social Studies Teachers in the Senior High Schools in the Kumasi Metropolis of Ghana. Journal of Education and Practice, 8(4), 102–110.

Zelkowski, J., Gleason, J., Cox, D. C., & Bismarck, S. (2013). Developing and validating a reliable TPACK instrument for secondary mathematics preservice teachers. Journal of Research on Technology in Education, 46(2), 173–206. https://doi.org/10.1080/15391523.2013.1078261




DOI: https://doi.org/10.25134/erjee.v11i2.7570

Refbacks

  • There are currently no refbacks.


Copyright (c) 2023 English Review: Journal of English Education