Chemistry Online Distance Learning during the Covid-19 Outbreak: Do TPACK and Teachers' Attitude Matter?

Abstract

The COVID-19 outbreak has made many countries decide to close schools to prevent the spread, including Indonesia. This leads to online distance learning. Furthermore, online distance learning is carried out by teachers suddenly without prior preparation. Therefore, the teachers' Technological, Pedagogical, Content Knowledge (TPACK), and attitude to conduct online distance learning are crucial. Thus, this study intends to identify chemistry teachers’ TPACK and attitude in online distance learning during the COVID-19 outbreak. Purposed-design survey method was used with 109 participants in Java, Indonesia. The data were collected using online questionnaires then analyzed quantitatively using factor analysis and qualitatively based on the teachers’ response to online distance learning during the COVID-19. The questionnaire used consisted of 36 close-ended statements with a Likert scale and 10 open-ended questions to find out challenges and opportunities for implementing chemistry online distance learning. The results show that the teachers try to adapt their way of teaching and assessment by using various technology platforms for online distance learning. The attitude and TPACK of the teachers tend to be positive in responding to online distance learning even though some senior teachers have a negative tendency to the aspects of attitude and technological knowledge. It can be implied that training in the use of various technologies, and enhancement of chemistry teachers’ TPACK skills are needed to produce better online distance learning. These results are expected to provide an overview of the challenges and opportunities of online distance learning in chemistry during or beyond the COVID-19 outbreak.

E-teaching Internships and TPACK during the Covid-19 Crisis: The Case of Saudi Pre-service Teachers

“…Thus, the fifth was rejected. Kartimi et al (2021) and Ping et al (2020) findings support this result as they indicated that during the pandemic teachers needed to employ various technologies for online teaching and assessment such as platforms, livestreaming their classes, playing recorded course videos and organizing discussions using instant messaging apps and conference system online. This was a good enabler to enhance their technological skills.…”

“…Samu (2020) confirms that without the opportunity for practical teaching in a real context, teachers may find themselves unprepared for real teaching in classrooms. The study of Kartimi et al (2021) on teachers' TPACK skills and attitude of online distance learning during the COVID-19 outbreak found that the teachers had to adapt their way of teaching and assessment by using various technology platforms for online distance learning. They also confirmed that training in the use of various technologies, and enhancement of the teachers' TPACK skills are still needed to provide better online distance learning.…”

Examining Perceptions of Technological Pedagogical Content Knowledge (TPACK): A Perspective from Indonesian Pre-service Teachers

“…However, to successfully utilize digital technology tools in an educational context, pre-service teachers should be able to integrate their technological knowledge and apply it in a particular educational context (Irmak & Tüzün, 2018). Thus, it seems important to effectively nurture pre-service teachers' technological pedagogical and content knowledge (TPACK) in teacher training programs (Irwanto, 2021;Kartimi et al, 2021). It aims to enable pre-service teachers to effectively integrate technology into their future careers.…”

“I Can Teach With My Videos”: How Do Teachers Teach English to Young Learners in a Technology-Limited Environment?

“…Teacher videos are one of the ICT-integrated teacher technological pedagogical content knowledge (TPACK) practice activities (Kartimi et al, 2021). Teacher videos are recordings of a teacher's activities during a lesson which are then compiled into videos for students to watch.…”