Education Systems as Contextual Factors in the Technological Pedagogical Content Knowledge Framework

Barišić, Karolina Dobi; Divjak, Blaženka; Kirinić, Valentina

doi:10.31341/jios.43.2.3

Cited by 7 publications

(5 citation statements)

References 27 publications

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“…Furthermore, using TPACK in applying problem-based and project-based learning models is a recommendation. Therefore, teachers have also had to design learning with the TPACK approach (Barišić et al, 2019;Sartika, 2018). Implementing an independent curriculum at the elementary school level requires at least one semester to apply the problem-based and project-based learning model at least twice.…”

Section: Discussionmentioning

confidence: 99%

The Challenges of Implementing the Independent Curriculum in Indonesian Language Learning in Elementary School High Classes

Wibowo,

Saptono,

Hastomo

et al. 2023

j. ilm. sekol. Dasar

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The confusion in the independent curriculum started from the teachers' need to understand the learning outcomes set by the government. It also impacts their multiple interpretations of the preparation of learning tools and their embodiment in their respective classes. Therefore, this study aims to analyze the application of the independent curriculum in higher grades, especially in implementing the project-based learning model in Indonesian subjects. This research is a phenomenological qualitative research. The research subjects were selected based on purposive considerations. The selection of informants used knowledge and competency criteria related to the application of project-based learning to the prototype curriculum in driving schools in Yogyakarta. Data collection techniques used are observation and documentation. At the same time, the data analysis technique uses qualitative-interactive analysis techniques. The results of this study indicate that the problem of implementing the independent curriculum in the upper grades of elementary schools is the problem of the flow of learning objectives that occurs in the adaptation of teachers from implementing the 2013 curriculum to an independent curriculum. Several problems in implementing the independent curriculum in Indonesian language learning in elementary school high grades, namely problems in aspects of the flow of learning objectives, problems in learning scenarios, and problems in student worksheets.

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Section: Discussionmentioning

confidence: 99%

The Challenges of Implementing the Independent Curriculum in Indonesian Language Learning in Elementary School High Classes

Wibowo,

Saptono,

Hastomo

et al. 2023

j. ilm. sekol. Dasar

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“…The TPACK questionnaire for an online environment was adapted from Jang and Chen ( 2013 ); Dobi Barišić and Divjak ( 2019 ); Dong et al ( 2020 ), to measure university students' perceptions of instructors' TPACK. The current research environment mainly focuses on teachers' content knowledge (CK), teaching knowledge (PK), technological knowledge (TK), teaching content knowledge (PCK), technological content knowledge (TCK), technological pedagogical knowledge (TPK), and technological pedagogical content knowledge (TPCK) level perceived by students in the online learning environment.…”

Section: Methodsmentioning

confidence: 99%

What factors can support students' deep learning in the online environment: The mediating role of learning self-efficacy and positive academic emotions?

Zhao

En-yun

2022

Front. Psychol.

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IntroductionIn 2020, COVID-19 forced higher education institutions in many countries to turn to online distance learning. The trend of using online education has accelerated across the world. However, this change in the teaching mode has led to the decline of students' online learning quality and resulted in students being unable to do deep learning. Therefore, the current research, aimed at promoting deep learning in the online environment, constructed a theoretical model with learning self-efficacy and positive academic emotions as mediators, deep learning as the dependent variable, perceived TPACK support, peer support, technical usefulness, and ease of use as independent variables.MethodsThe theoretical model was verified by SPSS26.0 and smartPLS3.0, and to assess the measurement and structural models, the PLS approach to structural equation modeling (SEM) was performed.ResultsThe study found that (a) positive academic emotions play a mediating role between perceived TPACK support and deep learning, perceived peer support and deep learning, and perceived technology usefulness and ease of use and deep learning; (b) learning self-efficacy plays a mediating role between perceived TPACK support and deep learning, perceived peer support and deep learning, and perceived technology usefulness and ease of use and deep learning.DiscussionThe findings of this study fill the gaps in the research on the theoretical models of deep learning in the online environment and provide a theoretical basis for online teaching, learning quality, and practical improvement strategies.

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“…Other notable tools include the TPACK deep scale and the DCQ questionnaire [8]. The article discusses the use of the SPTKTT Inventory survey in the Croatian educational system [20], and the COMDID-A instrument, which was applied by Rodriguez et al (2021) and based on the previously validated COMDID-C [39], also cited within this work. Additionally utilized two instruments related to the categories above [21].…”

Section: What Is the Relationship Between Framework Diagnostic Resear...mentioning

confidence: 99%

“…This support should be structured according to various frameworks that allow for consolidating TDC strategies, resulting in enhanced educational practices. Diagnostic assessments and regularly updated training proposals (TP) supported by institutions responsible for teacher preparation, state education offices, school districts [19], [8], and territorial organizations are vital to achieving this [20], [21], [22], [23], [14].…”

mentioning

confidence: 99%

Analysis of Frameworks for Digital Skills Training for Secondary School Teachers: A Systematic Review

Banoy-Suarez,

González-Reyes

2024

TEM Journal

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To improve the quality of education, educators must be provided with updated curricular proposals, resources, and tools to optimize and develop their digital competencies regularly. This systematic literature review aims to investigate the association between frameworks, training, and diagnostic strategies used from 2017 to October 2022 to enhance the digital proficiency of secondary school educators. The PRISMA methodology guidelines were followed. From 589 documents in Scopus and after the identification, screening, eligibility and inclusion phases, an in-depth sample analysis (n=29) was performed with ATLAS.ti. The study identified DigCompEdu, DigComp and the INTEF framework as the primary sources of reference for creating of face-to-face and online training programs. Ad hoc diagnostic research and the application of established tools were predominantly led by Spain and Portugal. Three aspects stand out: a growing trend to develop digital competencies comprehensively and not only at the instrumental level; however, it is recognized that some proposals focus on the identification and improvement of specific sub-competencies. Secondly, there is a need to create permanent communication channels to update and improve the different dimensions of the digital competence of teachers through contributions, questions and experiences shared in virtual communities, not only during training. Lastly, there is the possibility of creating digital certification systems for new levels of competence with alternatives such as micro-credentials.

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Education Systems as Contextual Factors in the Technological Pedagogical Content Knowledge Framework

Cited by 7 publications

References 27 publications

The Challenges of Implementing the Independent Curriculum in Indonesian Language Learning in Elementary School High Classes

The Challenges of Implementing the Independent Curriculum in Indonesian Language Learning in Elementary School High Classes

What factors can support students' deep learning in the online environment: The mediating role of learning self-efficacy and positive academic emotions?

Analysis of Frameworks for Digital Skills Training for Secondary School Teachers: A Systematic Review

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