Developing Technological Pedagogical Content Knowledge (TPACK) in Animal Physiology

Pusparini, F; Riandi, R; Sriyati, Siti

doi:10.1088/1742-6596/895/1/012052

Cited by 10 publications

(11 citation statements)

References 4 publications

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“…PCK, which is one of the knowledge platforms in the TPACK-framework, refers to the professional knowledge of the learning process. This means that the teacher can help students to understand the content without being dependent on technology (Pusparini et al , 2017). This was expressed in the findings as respondents had good knowledge of the content-based curricula.…”

Section: Resultsmentioning

confidence: 99%

Teachers’ use of digital learning tool for teaching in higher education

Mei

Aas

Medgard

2019

JARHE

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Purpose The purpose of this paper is to explore teachers’ use of digital learning tools for teaching in higher education. Moreover, it investigates how the use of digital tools affects educational practices and how teachers experience the culture of sharing among colleagues and within the organisation. Design/methodology/approach A qualitative methodology was chosen, and semi-structured interviews were conducted with teachers at a higher education institution in Norway. The study uses the TPACK-framework, which illustrates the relationship between technology, professional content knowledge and pedagogical approaches as its theoretical foundation. Findings The findings conclude that teachers are concerned with the convergence of how technology and digital learning tools can support educational processes by engaging and involving the students. The findings further indicate that they are committed to using digital tools to motivate, engage and facilitate student-based education, which in turn leads to more reflection on teachers’ own teaching practices. Based on the theory of Professional Learning Communities, the respondents agree that sharing is a basic prerequisite for a learning organisation. They experience, however, that sharing between colleagues is easier in formal forums than at informal settings. Originality/value The rapid development of technology suggests that many sectors including the education sector must adapt to the new changes in their teaching practices. Nevertheless, many teachers merely use the basic form of digital learning tools to distribute the teaching materials, as such tools are less utilised to support students’ learning process (Fossland, 2015). The research indicates that digital learning tools have positive effect on teaching practices and that they can function as tools to improve the teachers’ own teaching practices. Positive teaching practices should also be shared in a learning organisation to improve teaching practices on an organisational level. Hence, sharing at a professional level can impact learning and the organisational culture in academic institutions.

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Section: Resultsmentioning

confidence: 99%

Teachers’ use of digital learning tool for teaching in higher education

Mei

Aas

Medgard

2019

JARHE

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“…The integration of technology in teaching is essential to respond to the 21 st era challenge (Pusparini et al, 2017). In improving the quality of teaching, the teacher should not only be able to integrate technology in his/her instructional, so that allow students to be more engaged and take a role in their learning because technology helps the teacher to motivate students' learning -teachers' TPACK influence successful teaching.…”

Section: Role Of Lesson Study In Teachers' Tpack Developmentmentioning

confidence: 99%

The Analysis of Biology Teachers’ Technological Pedagogical Content Knowledge Development in Lesson Study in West Java Indonesia

Rochintaniawati

Riandi

Kestianty

et al. 2019

JPII

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The study aimed to analyze the development of biology teachers' Technological Pedagogical Content Knowledge (TPACK) in lesson study and to describe the role of the observer in developing teacher's TPACK during the activity. The lesson study was carried out in two from, school-based lesson study and biology teacher association based lesson study. The method used in the study was descriptive involved teachers in one school located in Bandung and member of biology teacher association in West Bandung District West Java, Indonesia. The development of TPACK was focused on five components; they are: learning objective, concept, pedagogy, evaluation, and technology. The information of teachers' TPACK was gain from CoRe + technology, and the result was categorized in pre, growing, and maturing TPACK. The study revealed that the teachers' TPACK in school-based lesson study was more in the aspect of pedagogical knowledge meanwhile teacher TPACK in biology association lesson study improved their TPACK in pedagogical knowledge, content knowledge, and technological knowledge. The development of teachers' TPACK was varied for each indicator from pra to maturing and from growing to maturing. The overall result, the development of teachers' TPACK in the two types of lesson study (school-based lesson study and Biology association lesson study) was more to the pedagogical aspect. The research suggests that teacher association based lesson study is more useful to develop teacher TPCAK than school-based lesson study, and the role of the observer is essential in developing teacher TPACK.

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“…They do not only prepared to understand the content and pedagogic abilities, but they also need to be prepared for understanding the technology. Three main elements interdisciplinary that form a unit elements known as TPACK (Technological Pedagogical and Content Knowledge) [3][4][5] as shown in figure 1. This is an important component to follow industrial revolution 4.0 for teacher candidates for vocational high school [6][7].…”

Section: Introductionmentioning

confidence: 99%

Using TPACK to Map Teaching and Learning Skills for Vocational High School Teacher Candidates in Indonesia

Nurhadi¹,

Purwaningsih²,

Masjkur³

et al. 2019

Proceedings of the 5th UPI International Conference on Technical and Vocational Education and Training (ICTVET 2018)

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Technological Pedagogical and Content Knowledge (TPACK) of teacher candidates for vocational high school is essential to follow the development of industrial revolution 4.0. A teacher is not only to be prepared to have content knowledge and pedagogy, but they also need to collaborate on technologies in their teaching and learning later. All of them need to be integrated to provide an impact on the optimization of teaching and learning outcomes. Therefore, this research was conducted to determine TPACK condition and to map it by its data collection using survey research method with a quantitative approach. The data were analyzed using descriptive statistics. The result showed that generally prospective vocational high school teachers have moderate TPACK. Teacher candidates' educational courses need to be developed based on TPACK condition and its implementation to improve their skills so they will be able to use technologies to maximize in their teaching and learning to follow industrial revolution 4.0.

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Developing Technological Pedagogical Content Knowledge (TPACK) in Animal Physiology

Cited by 10 publications

References 4 publications

Teachers’ use of digital learning tool for teaching in higher education

Teachers’ use of digital learning tool for teaching in higher education

The Analysis of Biology Teachers’ Technological Pedagogical Content Knowledge Development in Lesson Study in West Java Indonesia

Using TPACK to Map Teaching and Learning Skills for Vocational High School Teacher Candidates in Indonesia

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