Application of the technological, pedagogical, and content knowledge framework in a positivist study on the use of ICT in pedagogy by teachers of mathematical disciplines at Makerere University: a conceptual paper

Batiibwe, Marjorie Sarah Kabuye; Bakkabulindi, F. E. K.; Mango, John Magero

doi:10.4314/majohe.v8i2.3

Cited by 5 publications

(7 citation statements)

References 15 publications

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“…This study applied a quantitative method following a descriptive explanatory approach [49]. There are four main variables in this study include technological pedagogical content knowledge (TPACK), organizational innovative climate (OIC), teachers' self-efficacy (TSE), dan use of ICT in Pedagogy (UIP).…”

Section: Methodsmentioning

confidence: 99%

“…The population of this study was approximately 1332 teachers in the Islamic Junior High School in Mojokerto East Java while the sample was about 308 teachers gathered using proportionate stratified random sampling technique. The determinant of the sample follows Slovin's formula [49], [50]. In this study, researchers adopted forty-five indicators developed by [49], [50] to measure UIP and adapted twenty-six indicators from [51], to measure TPACK.…”

Section: Methodsmentioning

confidence: 99%

“…The determinant of the sample follows Slovin's formula [49], [50]. In this study, researchers adopted forty-five indicators developed by [49], [50] to measure UIP and adapted twenty-six indicators from [51], to measure TPACK. Furthermore, this study also adapted sixteen indicators from [41], [42] to measure OIC, and twenty-four indicators from [28], to measure TSE.…”

Section: Methodsmentioning

confidence: 99%

See 2 more Smart Citations

Does Technological Pedagogical Content Knowledge Impact on the Use of ICT In Pedagogy?

Andyani

Setyosari

Wiyono

et al. 2020

Int. J. Emerg. Technol. Learn.

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The development of information and communication technology (ICT) has led to opportunities and challenges in the educational ideas and practices. This study examines the impact of technological pedagogical content knowledge on the use of ICT in pedagogy. This study applied a quantitative method using Structural Equation Model (SEM). The population of the study was teacher in Junior high School in Mojokerto of East Java Indonesia while the sample was about 302 participants gathered by using proportionate stratified random sampling. The findings showed that first, technological pedagogical content knowledge directly did not affect teachers’ self-efficacy. Second, technological pedagogical content knowledge influences the use of ICT in pedagogy. Third, organizational innovative climate directly influences the teachers’ self-efficacy. Indeed, organizational innovative climate affects the use of ICT in pedagogy. Fifth, teachers’ self-efficacy influences the use of ICT in pedagogy. Sixth, technological pedagogical content knowledge mediated by teachers’ self-efficacy does not directly affect the use of ICT in pedagogy. Lastly, organizational innovative climate-mediated by teachers’ self-efficacy affects the use of ICT in pedagogy. This research could be the first step for a similar study in the future.

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Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

See 1 more Smart Citation

Does Technological Pedagogical Content Knowledge Impact on the Use of ICT In Pedagogy?

Andyani

Setyosari

Wiyono

et al. 2020

Int. J. Emerg. Technol. Learn.

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“…This makes it easier to determine learning targets to achieve learning goals. It can be said that the SAMR model is easy to adapt because it is clear and simple, so that it can be interpreted with various techniques to achieve learning objectives (Batiibwe et al, 2017;Froemming & Cifuentes, 2020;Green, 2014).…”

Section: Comparison Of Critical Thinking Skills and Procedural Knowle...mentioning

confidence: 99%

The Application of Samr Model and Self-Efficacy on Critical Thinking and Procedural Knowledge

Alfiana,

Karyono,

Gunawan

2022

LLT Journal

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The use of e-learning presents new challenges for students in terms of improving their critical thinking skills and procedural knowledge in grammar learning. As a result, lecturers need a specific framework while creating an e-learning course. The application of SAMR model is a solution. One of the most dominant traits among students is and self-efficacy. The level of student self-efficacy was controlled in this study to measure the effect of using the SAMR model. This study uses a quasi-experimental design with a factorial design. This study involved 152 students in the experimental and control groups. The research analysis technique was tested using MANOVA. The results and conclusions show that: (1) the SAMR model has a significant effect on students' critical thinking skills and procedural knowledge; (2) self-efficacy significantly affects students' critical thinking skills and procedural knowledge; and (3) a combination of learning models and self-efficacy has a significant effect on procedural knowledge, but does not significantly affect critical thinking skills. This study contributes and improves the quality of e-learning implementation techniques, particularly in the area of English learning.

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“…Tetapi, dokumentasi dari penelitian-penelitian mengenai pengembangan dan validitas model SAMR belum ada (Froemming & Cifuentes, 2020;Green, 2014). Dengan kata lain kajiankajian yang mempelajari penerapan model SAMR tidak memiliki nilai validitas dan reliabilitas (Batiibwe et al, 2017).…”

Section: Validasi Model Samr Menurut Batiibwe Bakkabulindi Dan Mangounclassified

Peningkatan model SAMR serta penerapannya untuk pembelajaran online yang mendalam

Alfiana

2021

jitp

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Pelaksanaan e-learning menjadi desakan solusi untuk dapat menyampaikan pembelajaran di tengah pandemi. Pelaksanaan e-learning sangat mengandalkan pemanfaatan teknologi. Hal ini menjadi tantangan baru karena ketidaksiapan pendidik karena keterbatasan literasi digital dan sulitnya menentukan teknologi yang akan digunakan dalam pembelajaran. Untuk mengatasi permasalahan tersebut, penerapan model SAMR (Substitution, Augmentation, Modification, Redefinition) menjadi sebuah solusi. Model SAMR banyak diterapkan oleh praktisi pendidikan karena jelas, sederhana, dan mudah diadaptasi. Namun, model SAMR memiliki tiga kritik untuk peningkatan. Penelitian ini merupakan penelitian literature review yang menggunakan metode PRISMA systematic review. Kajian pada penelitian ini menjawab tantangan perbaikan pada penerapan model SAMR dalam pembelajaran dan mengkaji kesesuaian model SAMR untuk diterapkan pada e-learning yang syarat akan pemanfaatan teknologi dan bagaimana mewujudkan e-learning yang mendalam.SAMR model improvement challenge and application for deeper online learningAbstractE-learning becomes an urgent solution to be able to deliver learning in the midst of a pandemic. The implementation of e-learning relies heavily on technology integration. This is a new challenge for educators due to the unpreparedness, the limitations of digital literacy, and the difficulty in determining the appropriate technology in e-learning. In order to overcome these problems, the application of the SAMR model (Substitution, Augmentation, Modification, Redefinition) is one of the solutions. Education practitioners have widely applied the SAMR model because of its clarity, simplicity, easiness, and adaptability. However, the SAMR model has three drawbacks that can be improved. This study answers the challenge in improving the application of the SAMR model in learning and assessing the suitability of the SAMR model applied to e-learning which requires technology.

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Application of the technological, pedagogical, and content knowledge framework in a positivist study on the use of ICT in pedagogy by teachers of mathematical disciplines at Makerere University: a conceptual paper

Cited by 5 publications

References 15 publications

Does Technological Pedagogical Content Knowledge Impact on the Use of ICT In Pedagogy?

Does Technological Pedagogical Content Knowledge Impact on the Use of ICT In Pedagogy?

The Application of Samr Model and Self-Efficacy on Critical Thinking and Procedural Knowledge

Peningkatan model SAMR serta penerapannya untuk pembelajaran online yang mendalam

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