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 2nd 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.
Actively involved in ITMD is really useful and helpful for teachers candidate because they can learn about IT that they can use in to help the students learn the learning materials. I wonder whether such subject offered in any universities in Indonesia
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