TPACK, Journal Summary 15

An Examination of the Techno-Pedagogical Education Competencies (TPACK) of Pre-Service Elementary School and Pre-School Teachers

Muhammet Ӧzdemir

Along with development of technology in educational scope, it is important for the teachers’ to enrich their competencies in technology. Even though the school providing classes with technology materials, doesn’t mean that it will increase the quality of teaching and learning process (Kabakci-Yurdakul, Odabasi, Kilices, Coklar, Birinci and Kurt, 2014). Technological model aimed to have teachers to acquire knowledge and skill of using the technology, while pedagogical models are models that aim to have teachers to associate their technological knowledge with their pedagogical knowledge when teaching one of the pedagogical models related to the integration of technology into education is the TAPCK model (Kobaksi & Yurdakul, 2011). Teachers using technology effectively will facilitate raising technologically literate individuals.  According to studies conducted on TPACK with teachers and pre-service teachers, TPACK is important for education of teachers and their professional development (Koehler & Mishra, 2005). The teachers as pre-service teachers are expected to have technological, pedagogical, content knowledge (TPACK). Therefore, the determination of pre-service teachers’ perceptions about their TPACK is very important (Yavuz-Konokman et al, 2013). TPACK is a development from Shulman’s idea PCK which added technology by Mishra and Koehler. The aim of this study was to determined whether the TPACK competence levels of the pre-service elementary and preschool teachers show any difference by year of study and departments.

To collect the data, the author using the survey model, because the major aim was to determine 995 in total of pre-service teachers’ TPACK in the departments of primary school elementary school teaching and preschool teaching in the third and fourth year of study at three different universities. To select the sample, simple random sampling was selected. Based on the data, can be concluded that pre-service teachers‘ education had different levels of competence between senior (fourth year students) and  junior (third year students) of pre-service elementary school and preschool teachers, it can be stated that the difference resulted from technology and material development courses taken. But they had positive effects on their TPACK. Along with education, pre-service elementary school and preschool teachers should be provided with opportunities to use technology and it should be supported with practice in teaching practicum courses and should be inserted in practice evaluation forms as criterion.

TPACK, Journal Summary 14

Surveying Chinese In-Service K12 Teachers Technology, Pedagogy, and Content Knowledge

Qingtang Liu, Si Zhang & Qiyun Wang

This study was purposed to investigate in-service K12 teachers’ perception of TPACK in detailed with Chinese in-service K12 teachers’ gender, and years of service. Adopting survey instrument which was constructed from Koh, Chai, and Tsai’s (2014) survey, containing 2,728 in-services teachers in total for 4 month duration, the teachers came from 6 districts in three provinces in China. Based on the analysis, it can be seen that most of in-service teachers tender to have strongest sense in general teaching method (PK) and subject matter (CK), but have weaker sense in terms of TK and TPK-TCK-TPACK. Meanwhile, in teachers’ gender and years of service can be concluded that the male teachers have higher score in CK variable but have lower score for PCK variable than female teachers. In addition, based on teaching experience revealed that the young teachers tended to perceived better in capacities of applying technology (TK) but have worse ability in PK and Ck.

TPACK, Journal Summary 13

A Survey of Native Language Teachers-Technological, Pedagogical and Content Knowledge (TPACK) In Taiwan

Kun-Hung Cheng

The study was aimed to investigate native language teachers’ perceived TPACK. To gather the data, the author adapted the TPACK survey which was developed by previous studies targeting pre-service teachers (Kohi et al, 2013; Sohin, 2011) and in-service teachers (Lin et al, 2013). The survey included 172 in-service Hakka Language (one of main native languages in Taiwan) teachers from different region with different gender, age, and teaching experience in Taiwan. The survey containing seven TPACK constructs: TK, PK, CK, TCK, TPK, PCK and TPACK where every item was rated on seven point Likert scale. Based on the data, can be seen that the older teachers have higher PCK self-efficacy but lower TK self-efficacy (e.g Hsu et al, 2017; Kazu & Erten, 2014). The correlation between teachers’ age and their perceived was not significant. Older ale teachers tended to be more confident in CK, while older female teachers tended to have less confident in TK. Even the age did not have significant in TPACK perceived, but teaching experience did.

TPACK, Journal Summary 12

Pre-service Teachers’ TPACK Development and Conception Through TPACK-Based Course

Levent Durdu, Funda Dag

Kocaeli University, Turkey

Teachers take a major role in the successful integration of technology into learning environments. However, pre-service teachers (PSTs) and also inexperienced in-service teachers (ISTs) who are in the first years of their teaching profession use interaction technologies in their classrooms in a very narrow manner and have limited knowledge about technology integration and utilization (Dawson, 2008; Ertmer, 2005; Ottenbreit-leftwich et al, 2010; Vanderlinde, Van Break & Tondeur, 2010). Therefore, it is a common recommendation that teachers should be trained especially during pre-service education about the integration of technology in teaching and learning. While ISTE (International Society for Technology in Education) was publish standards for teacher competences. One of these standards is facilitate and inspire student learning and creativity, which requires the teachers to “Use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance students’ learning…” (ISTE, 2007, P.I). Ndongfact (2015) in his articlr stated that there is one approach that help the teachers to acquire their skills in adopting technologies effectively into classroom by working through different ways of professional development to blend technology, content, and pedagogy, also known as TPACK.

TPACK is a framework which developed by Mishra and Koehler, there are three primary forms of this framework knowledge, Content (C ), Pedagogy (P), and Technology (T). The intersection of these forms are Pedagogical Content Knowledge (PCK), Technological Content Knowledge (TCK), and technological, Pedagogical, and Content Knowledge (TPACK). To find out the result of the study, the author adapted parallel mixed method approach with conducting 71 pre-service teachers taking the course. The instrument was using semi-structured TPACK survey. The qualitative data was gotten from interview and evaluation of the microteaching performance and analysis lesson plans. Based on the data, can be concluded that there were significant differences before and after the course implementation concerning TPACK in general. Qualitative findings support and overlap the statistical inferences.

TPACK, Journal Summary 11

Assessing Pre-Service Science Teachers’ Technological Pedagogical Content Knowledge (TPACK) Through Observations and Lesson Plans

Sadef Canbazoglei , S. Selcen Guzey & Havva Yumak

Along to development of technology, more and more teachers have integrated technology into their teaching. Recent studies have shown that teachers need to have a good understanding of how technology can be coordinated with pedagogy and content knowledge in order to apply technology effectively and efficiently into classroom instruction (Hughes, 2005; Margerum-Leys and Marx 2000; Niess, 2005; Zhao, 2003). To understand teachers’ knowledge about educational technology and the use of these tools in the classroom instruction, Mishra and Koehler developed Shulman’s framework (1986) pedagogical content knowledge by adding technology, so it became Technological, Pedagogical, Content Knowledge (TPACK) TPACK framework is an integration of Technological Knowledge (TK), Pedagogical Knowledge (PK) and Content Knowledge (CK). TPACK is able to help the teachers in using technology effectively in their teaching. To investigate teachers’ development of TPACK, several researchers organized TPACK-based courses for pre-service science teachers of professional development programs for in-service science teachers and they investigated teachers’ development of TPACK (e.g Chai, Koh and Tsai, 2010; Graham et al, 2009; harif and Hofer, 2011; Jaipal and Figg, 2010 and etc). In this study, a science method course was designed using transformative TPACK model and pre-service teachers’ development of TPACK was studied over the course through observation and lesson plan data. Thus, the purpose of this study was to assess the pre-service science teachers TPACK at the end of semester-long course.

The case study methodology was used in this study, because it was possible to obtain in-depth knowledge of subject matter of the study and examine the problems in every aspects (Meriam, 1998) and multiple case study were applied to 27 pre-service science teachers’ TPACK. Each participant’s TPACK was examined first, then the analysis units were compared to each other.The results showed that the TPACK-focused ScienceMethods course had an impact on pre-service teachers’ TPACK to varying degrees. Most importantly, the course helped teachers gain knowledge of effective usage of educational technology tools. Conclusion, teacher education programs should provide opportunities to pre-service teachers to develop their TPACK so that they can effectively integrate technology into their teaching.

TPACK, Journal Summary 10

Blended Learning Approach to Develop the Teachers’ TPACK

Arwa Ahmad Abdo Qasem

In his study entitled Blended Learning Approach to Develop the Teachers’ TPACK, Qasem stated that in lining to improvement in technology, the learning environment, content and integrating ICT into classroom teaching and learning has gradually changed as well and it is challenging for the teachers (Shafer, 2008; So & Kim, 2009). Along with digital technologies, technical competencies have also appeared. It is absolutely need knowledge and skill in order to using technologies which will provide comprehensive learning. Educational research studies show that program of professional development for teachers are most effective when directed towards the development of ICT (UNESCO,2002). But, developer community of online professional education face the significant challenges in organizing and maintaining the participants of virtual community which develop the sense of belonging, trust, and support which are prerequisites to learning in a community (Charalambror et al, 2004). To resolve the challenge, utilize blended approach to professional development is believed as the right solution. Recently, blended learning has attracted considerable attention in teaching training program. Blended learning it self means a combination of face-to-face experiences in which learners share online experiences, although not all learners at the same location (online learning) (Auston et al, 2008). To guide the research in the teachers’ use of ICT especially in blended learning, it is needed a theoretical framework and TPACK is the best framework. TPAC (Technological, Pedagogical and Content Knowledge) is the interplay of three primary forms of Content Knowledge (CK), Pedagogical Knowledge (PK), and Technological Knowledge (TK) (Koehler & Mishra, 2005). Based on the previous studies, the studies have yielded positive result in enhancing teachers capability to integrate ICT for instructional practice and discussed how TPACK can be used to guide educators’ effort in dealing with the challenges of teaching and learning through fourth by changing technologies rapidly.

To found out the data, the author applied quasi-experimental in nature wherein a pretest-posttest non-equivalent group design was employed. Involving 60 science teachers, 30 teachers were in experimental group (were trained for blended learning) and the others 30 teachers were in control group (were trained by traditional learning). Used knowledge scale based on TPACK to measure the teachers’ ICT knowledge and t-test to analyze the data. It can be concluded that TPACK had provided a valuable tool for assessing teachers’ knowledge in area of technology integration and also indicated that the experimental groups had more significant improvements than the control group, and both two group also had the ICT knowledge above average.

TPACK, Journal Summary 9

Teacher's Computer Self -Efficacy and It's Relationship with Cognitive Style and TPACK

Omar Lopez-Vargas. Leydy Duarte-Suarez and Jaime Ibanez-Ibanez

The use of information technologies by teachers in  the classroom activity was becoming frequent, while studies on subject matter show that in some schools where the technology was available it was not use efficiently due to the low-levels of self-efficacy that teachers possess regard to the use of ICT in the classroom. What students get was based on teachers' performance. When the teachers felt insecure about using technology during teaching process, they will possibly determine their use during the development of the corresponding subject. In contrast, when the teacher felt confident they possibly used technology as a tool to help in favoring students' learning process. This such case named self-efficacy. Self-efficacy in ICT context could be defined as the perception that individual have of their own abilities regarding the knowledge and skills related to the use of computers (Salanova et al, 2004)

Along to the design and implementation of courses to rain the teachers on the used of ICT the TPACK framework can be used (Koehlr and Mishra, 2005; Koehler, Mishra & Yahya, 2007). Some experts argued that this framework can be used by teachers as the base due to this framework proposes that an adequate use of technology in classrooms occurs insofar as contents, pedagogy, and technology are integrated in a structure manner (Koehler & Mishra, 2005). In this research area can be added another variable, such as FDI (the Field Dependence-Independence) dimension. In ICT context, FDI dimension has evidenced, systematically, that subject denominated FI perform is better than their FD classmates, when they interact with computational environments. Studies about FDI proposed and development by Witkin & Goodenough (1981).

In order to gathering the data, the authors were implementing correlation type complete by ANOVA which conducted 208 teachers (162 women and 46 men) where taking from 10 public schools in the different municipalities in Valle de Tenza, Boyaca, Columbia. Some instruments used in this study were teachers' computer self-efficacy developed by Sang et al (2010) which exhibits a degree of reliability or Cronbach's x=90 with contains 9 items. It wa a self reporting questionnaire with a likert scale 1-5. TPACK questionnaire which contained 30 items with a likert scale 1-5. Cognitive style test used the instrument that proposed by Sawa (1966) consist of 5 subjects presented in separate pages.

The result showed the significant associations between cognitive style, self-efficacy, TK and TPACK. In addition, they evidenced the existence of significant differences in self-efficacy, TK and TPACK according to the performance area and cognitive style.

TPACK, Journal Summary 8

A Review of Literature: How Preservice Mathematics Teachers Develop Their Technological, Pedagogical, and Content Knowledge.

Melike Yigit

In the past time, teachers only needed to know and understand the content determined by particular grade level that they thought (Niess, 2008) but today’s beliefs what the teachers needed to know has changed based on the development of teachers’ preparation programs and technology. Therefore, there is a theoretical framework which has been an effective framework to analyze teachers’ knowledge and teachers’ preparation programs who was constructed by Shulman, named Pedagogical Content Knowledge (PCK). PCK as the main idea of the transformation of the subject matter for teaching. Teacher with strong PCK support students to understanding taught content (Shulman, 1986).

Along with the development of technology, things that teachers need to know and understand are also changed. Mishra and Koehler (2006) are developing Shulman’s theoretical framework by adding technological knowledge to the framework became: Technological, Pedagogical and Content Knowledge, also known as TPACK. This means to describe and understand the goals of technology in teachers’ education. Teacher with TPACK have ability to interpret the intercorrelation between CK (Content Knowledge), PK (Pedagogical Knowledge) and TK (Technological Knowledge) this interpretation allows teacher to teach by using appropriate pedagogical and technological strategies (Schmidt, Baran, Thompson, Mishra, Koehler, and Shin, 2009). Therefore, the purpose of this study is to investigate the articles in Mathematics education research that explored how pre-service mathematics teachers develop their TPACK and hoe their development impacts their future teaching of Mathematics.

The literature review was conducted in three scientific databases: ERIC (Education Resources Information Center), JSTOR- Scholarly Journal Achieve and PsychINFO. Limiting to the articles published between 2005 and 2013 (February), involving 853 references (43 articles in ERIC, 151 articles in PsychINFO, and 659 articles JSTOR). All abstracts and keywords were reviewed. The article had to make an explicit contribution to the literature based on Pre-Service Mathematics Teachers development of TPACK. After screening the articles, the remaining 12 articles (11 empirical articles and 1 theoretical article) will be used in this study.

Finding shows that Pre-Service Mathematics Teachers active involvement in technology enhanced lessons or courses are the major strategy to develop their TPACK and to improve their future teaching on Mathematics.

TPACK, Journal Summary 7

Associations Among Teachers Attitudes Towards Computer-Assisted Education (CAE) and TPACK Competencies

Meltem Huri Baturay, Sahin (2017)

These day, the use of technology especially computer and internet in educational scope has become common phenomena. The implementation of technology in education has had a great impact on one country’s development (Hemnhill, 2013). In lining, all teachers are expected to meet the standards developed and described by the International Society for Technology in Education (ISTE) which purposed to improve students’ learning, enrich professional practice, and provide positive models for students, colleagues, and the communities. When these standards are examined under technological, pedagogical, and content knowledge framework, the teachers are expected able to facilitate and inspire students learning and creativity by using their knowledge of subject, teaching and learning, and technology. Even though all teachers generally motivated to use ICT in education, they seem to prefer learning this for their individual use only (Simoyrannis and Komir, 2007). Teachers’ negative beliefs and attitudes about the relevance of technology to students learning and limited knowledge are the strongest obstacles for technology adoption. This suggest teachers’ attitudes and perceptions should also be measured alongside their competencies.

Holland and Piper (2014) identified beliefs and attitudes as important constructs beside others including the motivation construct in self-determination theory. In addition, Ajzen (1991;2005) stated that beliefs influenced simultaneously attitudes. Subjective norms and perceived behavioral controls, while attitudes, subjective norms and perceived behavioral controls influence simultaneously intention to behave, which ultimately influence behavior. The recent study, TPACK competencies of teachers specifically those working in FATIH project pilot area, and their attitudes towards Computer-Assisted Education (CAE) competencies may have an association with their attitudes towards CAE. FATIH project was fundamentally targeted towards the use of communication technologies in education which purposed to.

To get the result, the authors implemented quantitative research which conducted 280 teachers from different subject. Working in a FATIH area project pilot area as different k12 school in Karaman Turkey and were teaching at 9,10,11, and 12 grades. Based on the data can be concluded that the teachers’ attitudes toward CAE scores are much higher than their TPACK scores. Also indicated that there is low level positive relationship between their TPACK competencies and their attitudes towards CAE.

TPACK, Journal Summary 6

The Effect of Instructional Technology and Material Design Course to Teacher Candidates’ Gaining of TPACK Competencies

Süleyman Burak Tozkoparan, Muhammet Emre Kılıç &Ertuğrul Usta(2015)

Turkish Education Association (2009) has prioritized in teachers’ qualification that teachers must have knowledge about recent developments in the field of teachers. The basic concepts, tools, and structure of their fields, integration of content that they will teach with technology whereas technology has impacted almost all aspects in life also in educational process. With the technological devices, it has possible to apply new methods and techniques in the learning process. In addition, many researchers prioritized the effective of using instructional technology to improve educational system. Instructional Technology and Material Design (ITMD) course the only course that enable teacher candidates to use instructional technology correctly and include applications to integrate instructional technology in any subject field or course. But unfortunately, in Turkey academia, the instructors of this course are not the experts of this field, and ITMD course seems just like an ordinary training course. So it is impossible  to upgrade the teachers’ skills in technologies accurately and effectively. Based on the problem, the authors stepped into the teaching professions, teacher candidates' integration of technology to lesson correctly in their professional lives.  

There are many integration models in order to ensure the integration of technology in education (Mazman and Usluel, 2011). Technological, pedagogical and Content Knowledge (TPACK) is an integration current model developed for the integration of technology in education (Koehler and Misha, 2005). TPACK model has been build by Shulman is known as an efficient model for helping solutions of issue which integration of ICT to teaching and learning activities (Hewit, 2008).

Using qualitative type and single group pre-test post-test experiment, with conducted 17 male and 20 female with total 37 teachers candidates of 2^nd class in Turkish Teaching Department in Education Faculty of Meulana (Rumi) University, Instrument TPACK survey by Shahin (2011) which contained about 7 subscales and 47 items in total and applied Likert's Scale, can be showed that based in t-test concluded that in every single subscale of the survey, Turkish teacher candidates post-test scores show an improvement than pre-test scores after ITMD course was applied.

TPACK, Journal Summary 5

Stakeholders’ Perception of Quality and Potential Improvements in the Learning Resources Contents at Omani Basic Education School

Ali Al Musawi & Talal Amer (2017)

LRC (Learning Resource Center) is an educational institution based on teaching, learning, and research supported by interaction with teachers for guidance on the use of IT in education. LRC is designed, produced, and evaluated various instructional and media development resources for group and individual learning or training based on pre-determined instructional objective by trained staff. The objective of LRC is to create the best possible framework for the facilitation of the learning environment of the students, teachers, and researchers. In fact, experimental evidence shows that Omani LRC are challenged with lack of necessary competencies and characterized by a poor performance and low moral among the staffs. So, this study aimed to investigate the stakeholders’ perception of quality and prospective improvement in the LRC at Omani  basic educational School.

Lance (1994) found that “the size of the librarian media center’s total staff and the size and variety of its collection are important characteristics of LRCs, continuous’ professional development is necessary to LRC staff to keep abreast of innovation”. The role of LRC occurs with regard to the use and adoption of information and communication technology (AL Musawi, 2004; Healthlink worldwide, 2005; OECD, 1998). The Introduction of the concept of a learning resource centre indicates a major shift in the service provision.

To find out the result of the study, the authors used descriptive research method with questionnaire survey as instrument. 110 LRC specialists, 977 teachers, 192 participants, 43 supervisors and 35 administrators. The findings show that the service have no improve yet and reach better levels of quality standards since they are not ‘always’ implemented with quality. Evidence shows that the need for retaining LRC specialists was insurmountable. A training model for the Omani schools was recommended in light of the Technological Pedagogical Content Knowledge (TPACK) and International Society for Technology in Education (ISTE) criteria and competencies.  

TPACK, Journal Summary 4

Mohamed Elfatih I. Mustafa (2016)

Faculty of Education, University of Ottawa, Canada

The Impact of 5E Learning Cycle on Developing Science Teachers Technological, Pedagogical and Content Knowledge (TPACK)

Mustafa (2016) in his journal entitled The Impact of 5E Learning Cycle on Developing Science Teachers Technological, Pedagogical and Content Knowledge (TPACK) stated that in this technological era, science teachers are suggested to develop a classroom instruction that taker advantage of the abilities of technology in enhancing science learning, thus the teachers also asked to develop an understanding of the pedagogical and content uses of technology. But in contrast, this vision is not fully emphasized in educational technology training. The main goal of the training program is to train science teachers how to use different technology in classroom without followed by how to align technology with curriculum objectives, pedagogical goals or science content. Based on the problem, this study aimed to the literature and investigated the effectiveness of Experiencing Inquiry Model (EIM) in developing science teachers’ TPACK.

This study using TPACK frameworks and adopting Experiencing Inquiry Model (EIM) as strategy to explicitly guide teachers to experience inquiry as a model for teaching and learning of science (Windchit, 2008). The main purpose of this strategy is to give a chance for science teachers to conduct an inquiry before implementing it in the classroom. EIM provides the teachers with direct guidance in understanding how students might learn a particular content area through inquiry. Meanwhile, inspired by Piaget, 5E learning cycle focused on the construction of knowledge and Vygotskian notion of scaffolded learning. It consist of 5 systematical phases guidance aimed to engaging learners thinking in inquiry process. The phases are: Engage, Explore, Elaborate, Evaluated and Experience. PhET circuit kit simulation is used as a device in order to help the teachers constructing simple circuits with millennium technical issues or hazard associated with the electrical wiring.

To collecting the data, the author involving 17 science teachers from 2 schools (10 female and 7 male) using mixed method of qualitative and quantitative evidence. The quantitative instruments were pre- and post-Pathfinder Network Scaling Technology Integration Assessment Rubric (TIAR) and demographic questionnaire. The qualitative instrument included participants written documents, the researchers logbook and focus group interviews. As the result, it can be concluded that there were significant developments in the participants’ knowledge components embodied in TPACK. Nevertheless, the TIAR analysis suggested that the participants’ designs lacked connecting curriculum goals with technology, and compatibility with curriculum goals and instruction. In Qualitative, the vast majority of participants (13 participants) acknowledge the opportunities offered by 5E not only learning science content, but also to explore guiding method that were used to facilitate the inquiry learning. The study also suggested that science teachers should be given amble time to develop TPACK within their instructional contexts.

TPACK, Journal Summary 3

M.Anas Tohir (2018) Yogyakarta State University, Indonesia

Designing Optical Spreadsheets-Technological Pedagogical Content Knowledge Simulation (S-TPACK): A case study of Pre-Service Teachers Course

Tohir (2018) in his article entitled “Designing Optical Spreadsheets-Technological Pedagogical Content Knowledge Simulation (S-TPACK): A case study of Pre-Service Teachers Course” where since technology cannot be separated in millennial era, technology also take an important part in educational life. Technology is an influential cognitive device to facilitate both teachers’ instructional practice, student process learning, and improvement of students’ achievements (Gao & Mager, 2013; Srisawasdi, 2012). Although pre-service physics teachers have received various physical content, they will not automatically be able to integrate technology in learning (Wu, Hu, Gu, & Lim, 2016). In his case study is describing how the pre-service physics teachers design optic simulation and how they use it to show TPACK integration in practice. In addition, peers assessed the simulated performance of pre-service teachers by using Spreadsheet-Technological Pedagogical Content Knowledge (S-TPACK). Spreadsheets are chosen because spreadsheets are one of many flexible application software to make easy physics learning. Spreadsheet support for modelling and analyzing variables in various physics learning contexts (Margaret L. Niess, van Zee, & Gillow-Wiles, 2010 in Tohir 2018). Meanwhile, S-TPACK is a tool to assess TPACK components (PK, CK, TK, PCK, TCK (technological content knowledge), TPK (technological pedagogical knowledge)). To collecting the data, the writer involving 3 of 30 pre-service teacher's course at Yogyakarta State University. After analyzing the data, it can be concluded that the pre-service teachers convert the material into a peculiar spreadsheets simulation. They shown different intensity and quality of teaching strategies, the depth of topics, and interactive spreadsheets. In the future, the design of instructional technology will need to pay attention to the basic knowledge of TPACK, problem-solving, and self-efficacy.

TPACK, Journal Summary 2

Sonia Lefebvre, Ghislain Samson, Alexandre Gareau, Nancy Brouillette (2016)

 TPACK in Elementary and High School Teachers’ Self-reported Classroom Practices with the Interactive Whiteboard (IWB

Journal article entitled TPACK in Elementary and High School Teachers’ Self-reported Classroom Practices with the Interactive Whiteboard (IWB) arranged by Lefebvre, Samson, Gareau, Brouillette (2016)  is aimed to examines the elementary and high school teachers’ self-reported practices with the interactive whiteboard (IWB) specially focus on kinds of knowledge that teachers deployed according to self-reports in discussion groups. Interactive whiteboard itself is an electronic whiteboard device which the teachers can display content project from a computer, tablet or other source. It is usually used for multimedia presentation. Meanwhile, teachers’ self-reported is what teachers do in their class when students are present as well as what they do when they prepare their lesson plans and lesson activities (Lefebvre, 2005). According to Beillerot (2000), the essential feature of ‘practice’ is its double dimensionality. There are actions, behaviors and languages. In the other hand, there are rules, objectives, strategies and ideals.

TPACK, Journal Summary 1

Chew Cheng Meng, Lim Cap Sam (2013)

Developing Pre-Service Teachers’ Technological Pedagogical and Content Knowledge (TPACK) for Teaching Mathematics with the Geometer’s Sketchpad (GSP) Through Lesson Study (LS)

Chew & Lim (2013) in their journal article entitle Developing Pre-Service Teachers’ Technological Pedagogical and Content Knowledge (TPACK) for Teaching Mathematics with the Geometer’s Sketchpad (GSP) Through Lesson Study (LS) stated that there are only 26% from 151 total teachers in Malaysia who following the GSP course and only 2% who applying GSP in their teaching and learning activities. GPS itself is a software for constructing and investigating mathematical objects such as geometry, algebra, statistic and so on which can help students to learning math in easier way. In the other hands, Lesson Study is selected as one of potential ways to improve teachers’ learning and supporting to grow professionally because LS conducted by a small group of teachers meet at stipulate time to plan and observe their lesson, discuss and revise their observation collaboratively.

News Flash

iTELL Conference 2018

iTELL (Indonesia Technology English Language Learning) conference is a biennial event held alternately and in cooperation with universities in Indonesia. iTELL 2018 held in best western hotel Surakarta, Solo Central Java at 13-14 March 2018. This event attended not only by teachers, but also by lecturers and students. Cooperate with The University of Sebelas Maret (UNS) Solo and British Council, the recent iTELL conference features the theme of CALL and MALL founder, Mr. GUmawang Jati from ITB as keynote speaker, DR. Nur Arifah Drajati, M.Pd from UNS as the first plenary speakers and Riezky Novyana from British Council as the second plenary speakers was held smoothly and successfully. The next iTELL conference will be held in Bogor the next two years, 2020. 

Second Parallel Speaker

    Tuesday, March 13, 2018. Ayu Astriani (2018). Integrating Video Blog in EFL class for Teaching Speaking

Speaking is one of productive skills that take an important part in English, usually students feeling ashamed when asked to speak, they feeling afraid of making mistakes in pronoun, grammar etc. This study is focus on improving speaking skill by integrating video blog (Vlog) in EFL class, conducted 39 students in experiment and control class. By implemented blended learning, the writer applied vlog learning design: face to face-vlog-face to face-vlog-face to face-vlog for 4 weeks to improving students speaking skill. The instrument of data collection are speaking test, speaking activity and interview. Based on the data, it can be shown that there are significant differences of experiment and control class. Students’ interview result also shows how integrating vlog impact their speaking skill.

Third Parallel Speaker

      Tuesday, March 13, 2018. Eny Kusumawati (2018). The Effect of Watching English Movies Subtitles on ESP students’ content and vocabulary comprehension. A study conducted at an Indonesia polytechnic engineering.

This study is aimed to see the effectiveness of watching English movies with subtitle on students’ content and vocabulary comprehension. Involved 56 students of Politeknik Elektronika Surabaya in 5^th semester with intermediate English proficiency level by using quasi-experimental, the participants divided into 2 groups, they were group A and B. A group was given English movie with subtitle, whether the other group was not. Based on the observation, can be revealed that the students enthusiast about the movie, but unfortunately it do not followed by the comprehension. It means that the result from both groups showed no increase in vocabulary.

DAY 1: First Parallel speakers

       Tuesday, March 13, 2018. Paulus Widiatmoko (2018). EFL Teachers’ cognition on ICT: Relevance for Training and Professional Development.

This study reports a case of EFL English teachers’ cognition towards the use of ICT to facilitate language skill practice. To get the data, the writer implied teaching the teachers by MGMP to mastering and using ICT in teaching and learning activities. Furthermore, open-ended assessment and interview are also applied in this study and can be concluded that the teachers were positive on their attitudes towards computer use, the participants positive beliefs and attitudes toward ICT have been shown to be stronger than their control and intention towards its use which have been confirmed by other findings of this study, in additional complexity of teacher cognition requires comprehensive elaboration of its interrelated aspects.

DAY 2: First Parallel Speaker

     Wednesday, March 14, 2018. Made Agus Mandala Putra. Developing English Learning Materials for Digital Natives using an Android Package Kit (APK) smartphone-based application.

  As time goes by, an innovative English learning material is needed, especially in this digital era. This research purpose is to developing English learning materials using an android package kit (APK). A research and development mixed qualitative and quantitative data analysis this research conducted at the first semester students of an English Education department in North Bali. Designing English materials smartphone-based application used Ms. Power point, Photoshop, and iSpring Pro, the expert judged that the developed material was categorized into a good material.

Second Parallel Speaker

     Wednesday, March 14, 2018. M. Agus Muwafiqi and Umi Rahmawati. The Use of Grammar Ninja to Increase Students’ Writing and Speaking Skill.

The purpose of this research is to increasing elementary students’ writing and speaking through Grammar Ninja Games. Ninja games are choosing because this game can attracted students’ attention, interest, and understanding by the visual appearance, game concept and etc. this research will be applied in EFL classes of elementary school in order to considering students’ assessment and developing understanding after having game.

second Plenary Speaker

Plenary 2, Wednesday, March 14, 2018

Riezky Novyana (British Council, Jakarta)

Cyber Bullying & Child Protection

photo session with Ms. Arifah (the fourth women with yellow veil from right) and Mr. Riezky (in the middle)

In digital era, most of people around the world are connecting to the internet ranging from children to adult. Based on the data, 7/10 children under 17 years old are connecting to internet, they also have their own devices such smartphone and laptop. It’s important to build their awareness of digital dangers and privacy breach considering there are so many crimes lurking especially on children via internet. Many examples of cases of sexual harassment, cyber bullying against children via the internet based on data continues to increase each year.

Teachers, parents and environment are responsible for protecting the children from internet danger. We have to educating and guiding our children in using internet. Which one is able and unable to do when we are connecting to internet. It’s important in order to prevent the occurrence of sexual harassment or cyber bullying.

Plenary Speaker

Plenary Speaker: Dr. Nur Arifah Drajati, M.Pd

Title:  TPACK (Technological, Pedagogical and Content Knowledge): The Concept and Practice in the Classroom

What is TPACK? TPACK is a framework for teachers in teaching the course with technology to engage and enhance to achieve the effectiveness of the students’ learning (Drajati, 2018).

·         Pedagogical knowledge:

-          How instructional strategy, teaching methods and instructional strategy apply in the classroom.

-          Project based learning

-          Think-Pair-Share (refers to TPACK)

·         Technological Knowledge:

-          How to use technology

-          Select-use-integrate to curriculum

-          New insight for students in learning

·         Content Knowledge:

-          Facts

-          Concepts

-          Theories

Koehler & Mishra in Drajati (2018) stated that content, pedagogy and technology boost new knowledge for students in learning new concepts in practical ways.

Ms Drajati also giving example the use of TPACK in teaching and learning activities such as:

In how many ways can you teach the topic of energy conservation with ICT?

Figure 1. ways to teach the students with ICT

Based on figure 1, we can see that when the teacher is stimulating the students by showing Youtube videos, it would impulse students’ curiousness. They will start search and explore the material through the web and create concept maps by their selves naturally. At the end students are able to create their own digital stories.

In additional, according to Ms. Drajati’s studies, teachers who has teaching experience ranging from 1-3 years has more varieties in making use of technology tools in their teaching and learning activities. They knew and applied almost all varieties of recent technology in their classroom, such as youtube, social media, video, comics etc. In contrast, the teachers who has more than 10 years teaching experienced and pre-service teachers use the modest technology such as power point and video in creating classroom more active and alive.

Workshop

Workshop: Grace Nathania Clara Tuesday, March 13, 2018

Kahoot! Bring the fun into the classroom

Here is, one of the best workshop speakers in iTell conference. Grace Nathania  Clara from ITB (The institute of Technology Bandung) who present the use of kahoot! It's an amazing experience to attended her workshop. At the time, she asked the participants to playing the Kahoot! game she made. When the game is started, the atmosphere of competition is felt among the participants. Everyone want to winning the game. Actually, it was a simply question, but because she covered the questions into the game, it become more exciting.

And now, this is the resume that can be concluded through the workshop:

One of the fun ways to teach students in with games, especially digital games. The digital game used is kahoot! Kahoot! It self is one of games-based learning and trivia platform used in classrooms, offices and social settings. Kahoot is able to help the teachers to create their own games based on the students’ need.

Keynote Speaker

Keynote speakers Tuesday, March 13, 2018

TELL: From resource to thinking skills

A. Gumawang Jati  

Selfie with Mr. Gumawang Jati (the one with the glasses)

The presentation about covering the influence of web including artificial intelligence (A.I) in ELT such as Kahoot, Padlet, Robin, TuneIn Radio, and so on, what the materials and sources provided by internet. In addition, the presentation also described some mobile-phone applications appropriate for interactive learning. The possibilities of using technology in classroom also discussed in order to reach interactive and attractive teaching and learning activities.