A sequential explanatory investigation of TPACK: Indonesian science teachers’ survey and perspective (original) (raw)
Related papers
2019
Technology is now one of the most influential and important instruments in meeting the demands and coping up with the changes in the field of education. Understanding the implication of Technological Pedagogical Content Knowledge (TPACK) framework in integrating technology in teaching science was help the teachers to facilitate effective science teaching-learning process for the students to acquire all the necessary knowledge and skills from their curriculum. This study used a descriptive method of research which aimed to assess the importance of TPACK Framework as a basis for integrating technology in teaching science of the second year and third year pre-service science teachers of St. Bridget College, Batangas City, Philippines. This became the focus of the survey questionnaire made by the researchers. With regards to the effects of TPACK Framework in Teaching Science relevant to the content, respondents agreed that the TPACK framework makes the content easily understandable. In terms of pedagogy, they agreed that it allows experiential learning experiences, and in terms of technology, respondents agreed that TPACK Framework strengthens the teacher's ability to teach the subjects. Regarding the extent of technology support to 21st century Science Teaching, respondents agreed that in terms of delivery, it arouses students' interest and motivation to learn. In terms of Instructional Materials, they agreed that technology support gives accessible and current information which broadens learning; and in terms of content knowledge, they also agreed that it helps students analyze and understand graphical representation of data easily and clearly. Furthermore, in terms of the use of instructional materials, respondents agreed that the speaker helps in the production of sound in studying science particularly, physics. Based on the findings, a Technological Enhancement Activity using Web quest is proposed as the output of the study which can be used to enhance the science teaching-learning process and enrich science teaching through the use of TPACK Framework. In addition, the responses of the research participants were treated with the use of frequency, weighted mean and ranking. Generally, the researchers recommend the creation of software application to improve science teaching and technological skills of the teachers and the students. In addition to this, future researchers should use a bigger number of respondents to gain more accurate result.
Technology Integration in Teaching Science
Technology is now one of the most influential and important instruments in meeting the demands and coping up with the changes in the field of education. Understanding the implication of Technological Pedagogical Content Knowledge (TPACK) framework in integrating technology in teaching science was help the teachers to facilitate effective science teaching-learning process for the students to acquire all the necessary knowledge and skills from their curriculum. This study used a descriptive method of research which aimed to assess the importance of TPACK Framework as a basis for integrating technology in teaching science of the second year and third year pre-service science teachers of St. Bridget College, Batangas City, Philippines. This became the focus of the survey questionnaire made by the researchers. With regards to the effects of TPACK Framework in Teaching Science relevant to the content, respondents agreed that the TPACK framework makes the content easily understandable. In terms of pedagogy, they agreed that it allows experiential learning experiences, and in terms of technology, respondents agreed that TPACK Framework strengthens the teacher's ability to teach the subjects. Regarding the extent of technology support to 21st century Science Teaching, respondents agreed that in terms of delivery, it arouses students' interest and motivation to learn. In terms of Instructional Materials, they agreed that technology support gives accessible and current information which broadens learning; and in terms of content knowledge, they also agreed that it helps students analyze and understand graphical representation of data easily and clearly. Furthermore, in terms of the use of instructional materials, respondents agreed that the speaker helps in the production of sound in studying science particularly, physics. Based on the findings, a Technological Enhancement Activity using Web quest is proposed as the output of the study which can be used to enhance the science teaching-learning process and enrich science teaching through the use of TPACK Framework. In addition, the responses of the research participants were treated with the use of frequency, weighted mean and ranking. Generally, the researchers recommend the creation of software application to improve science teaching and technological skills of the teachers and the students. In addition to this, future researchers should use a bigger number of respondents to gain more accurate result.
TECHNOLOGY INTEGRATION IN TEACHING SCIENCE USING TPACK - Mercado, Panganiban, Ramos
IOER International Multidisciplinary Research Journal, 2019
Technology is now one of the most influential and important instruments in meeting the demands and coping up with the changes in the field of education. Understanding the implication of Technological Pedagogical Content Knowledge (TPACK) framework in integrating technology in teaching science was help the teachers to facilitate effective science teaching-learning process for the students to acquire all the necessary knowledge and skills from their curriculum. This study used a descriptive method of research which aimed to assess the importance of TPACK Framework as a basis for integrating technology in teaching science of the second year and third year pre-service science teachers of St. Bridget College, Batangas City, Philippines. This became the focus of the survey questionnaire made by the researchers. With regards to the effects of TPACK Framework in Teaching Science relevant to the content, respondents agreed that the TPACK framework makes the content easily understandable. In terms of pedagogy, they agreed that it allows experiential learning experiences, and in terms of technology, respondents agreed that TPACK Framework strengthens the teacher's ability to teach the subjects. Regarding the extent of technology support to 21st century Science Teaching, respondents agreed that in terms of delivery, it arouses students' interest and motivation to learn. In terms of Instructional Materials, they agreed that technology support gives accessible and current information which broadens learning; and in terms of content knowledge, they also agreed that it helps students analyze and understand graphical representation of data easily and clearly. Furthermore, in terms of the use of instructional materials, respondents agreed that the speaker helps in the production of sound in studying science particularly, physics. Based on the findings, a Technological Enhancement Activity using Web quest is proposed as the output of the study which can be used to enhance the science teaching-learning process and enrich science teaching through the use of TPACK Framework. In addition, the responses of the research participants were treated with the use of frequency, weighted mean and ranking. Generally, the researchers recommend the creation of software application to improve science teaching and technological skills of the teachers and the students. In addition to this, future researchers should use a bigger number of respondents to gain more accurate result.
Jurnal Pendidikan IPA Indonesia, 2022
Understanding pre-service teachers' perceived technological pedagogical content knowledge (TPACK) is important to better prepare them for their future STEM-related careers. Thus, this study aims to examine pre-service teachers' perceptions of TPACK in relation to their age, gender, and grade level. To achieve this goal, a crosssectional survey design was used in this quantitative non-experimental research. Participants included 481 (136 male; 345 female) pre-service teachers from four public and private universities in Indonesia. A 27-item PT-TPACK Survey was used to gather data. Independent t-test, ANOVA, and Person's correlation were executed to analyze the data. The findings suggested that pre-service teachers performed the highest self-confidence level in pedagogy knowledge and the lowest in technology knowledge. They rated themselves above four on a five-point scale. No significant differences for all TPACK dimensions were found in terms of gender and age. In addition, there was a significant difference between pre-service teachers who were at the postgraduate level and those at the undergraduate level. Moreover, a high positive and significant correlation existed between all six TPACK domains. It is suggested that pre-service teacher preparation programs should facilitate pre-service STEM teachers how to integrate pedagogy, content, and technology together to create effective technology-enhanced learning in their subjects.
2021
Teachers in the 21st century are like today at a very rapid technological development. Teachers not only have to master understanding the content of the subject matter but also need skills in using and operating technology in learning. So that we need teachers who can integrate content and pedagogical skills with technology. The TPACK was created as the knowledge that teachers generate simultaneously and are interdependent on content, general pedagogy, technology, and learning context. This study is a literature review on the integration of the technological abilities of pedagogical content knowledge (TPACK) in pre-service science teachers by analyzing journals with the aim of 1) investigating the distribution of journals, 2) investigating the types of journal research in a percentage of %, 3) investigating data collection methods in the journal as a percentage of %, 4) TPACK sub-dimension which is integrated with technology, and 5) the results of research related to pre-service sci...
2018
In order to improve students learning outcomes in science classrooms, integrating technology tools into science teaching by teachers is instrumental. Despite of this importance, some teachers use technology tools without any believing and use them to support their existing practices rather than to engage students in learning. Although many previous studies have found some well defined factors influencing actual use of technologies in teaching, this study highlights the aggregate role of some scarce considered variables including principal and teacher related variables in a hypothesized model. 300 science teachers of secondary schools in Tehran city were randomly selected and completed valid and reliable questionnaires. The obtained data were analyzed using structural equation modeling. The results demonstrated that hypothesized model has a good fit to data. In this model, principal’s technology leadership has a significant indirect effect on science teachers’ actual use of technolog...
European Journal of Social Sciences Education and Research
The integration of Information and Communications Technology (ICT) in classrooms has been a challenge for the educational systems that aim to cope with the needs and the demands of the 21st century. The TPACK framework represents the knowledge needed by teachers bringing together content knowledge, technological knowledge and pedagogical knowledge with the aim of integrating ICTs into teaching-learning processes. The aim of this study is to determine the primary science teachers’ perceptions of technological pedagogical content knowledge (TPACK) addressing teachers’ perceptions of the affordances of technology application in instruction. A total of 133 prımary science teachers in Malaysia were surveyed (Female= 67, Male= 66). Data were collected through “Technological Pedagogical and Content Knowledge” (TPACK) scale. The questionnaire consisted of 47 questions about TPACK and is based on the survey instrument developed by Schmidt et al. (2009). TPACK involving the seven factors of t...
Computers & Education, 55(3), 1259-1269 , 2010
This paper reports on the design and the implementation of the Technological Pedagogical Science Knowledge (TPASK), a new model for science teachers professional development built on an integrated framework determined by the Technological Pedagogical Content Knowledge (TPACK) model and the authentic learning approach. The TPASK curriculum dimensions and the related course sessions are also elaborated and applied in the context of a teacher trainers' preparation program aiming at ICT integration in science classroom practice. A brief description of the project, its accomplishments, and perceptions of the participants, through the lens of TPASK professional development model, are presented. This is followed by the presentation of the evaluation results on the impact of the program which demonstrates that science teachers reported meaningful TPASK knowledge and increased willingness to adopt and apply this framework in their instruction. Finally, we draw on the need to expand TPACK by incorporating a fourth dimension, the Educational Context within Pedagogy, Content and Technology mutually interact, in order to address future policy models concerning teacher preparation to integrate ICT in education.
Integrating Technology into Science Learning in Junior High School: Perspective of Teachers
Jurnal Penelitian Pendidikan IPA
Technology has a positive role in improving students' learning abilities. The teacher has the leading role in implementing technology in the classroom. This study aims to introduce technology that can be integrated into science learning and report the perspective of science teachers with different educational backgrounds in integrating technology into the learning process. The study uses a qualitative method by using interviews to collect data. The participants were selected randomly from the Association of Science Education Teachers in West Bandung, Indonesia. Six teachers chose to be interviewed based on different teaching experiences and educational backgrounds. The study found that science teachers with different educational backgrounds have different perspectives on the difficulty of teaching science concepts. But they have the same solution to this problem: integrating technology into the learning process. All participants in this study have experience integrating technolo...
The integration of Information and Communications Technology (ICT) in classrooms has been a challenge for the educational systems that aim to cope with the needs and the demands of the 21st century. The TPACK framework represents the knowledge needed by teachers bringing together content knowledge, technological knowledge and pedagogical knowledge with the aim of integrating ICTs into teaching-learning processes. The aim of this study is to determine the primary science teachers’ perceptions of technological pedagogical content knowledge (TPACK) addressing teachers’ perceptions of the affordances of technology application in instruction. A total of 133 prımary science teachers in Malaysia were surveyed (Female= 67, Male= 66). Data were collected through “Technological Pedagogical and Content Knowledge” (TPACK) scale. The questionnaire consisted of 47 questions about TPACK and is based on the survey instrument developed by Schmidt et al. (2009). TPACK involving the seven factors of technological knowledge (TK), pedagogical knowledge (PK), content knowledge (CK), technological content knowledge (TCK), technological pedagogical knowledge (TPK), pedagogical content knowledge (PCK), as well as synthesized knowledge of technology, pedagogy, and content (TPC). The findings indicate that primary science teachers perceive higher self-confidence in pedagogical knowledge in general. Further, no differences between science teachers’ perceptions according to thier gender, while there are diferences between the teachers perceptions of PK, CK, and PCK accordıng to their age.