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.