Exploring Students’ Perceptions of EFL Teachers’ TPACK Knowledge in Online Classroom Environment

Ilmi, Ma’rifatul; Drajati, Nur Arifah; Putra, Kristian Adi

doi:10.35445/alishlah.v15i1.2494

Cited by 3 publications

(1 citation statement)

References 21 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…On the other hand, Ilmi et al (2023) explored students' perceptions of EFL teachers' TPACK knowledge in an online classroom environment. The result of this previous research is mostly similar to this research, and they discovered that every student responded positively.…”

Section: Discussionmentioning

confidence: 99%

Students’ Perception Toward Teachers’ Implementation of Technological Pedagogical and Content Knowledge (TPACK) in EFL Classroom at Madrasah Aliyah

Hayati,

Zaim

2024

AIJP

View full text Add to dashboard Cite

Technology and education are two things that influence each other. Technology in education is not only about the tools, applications, and software but also about how the teachers integrate the technology to present the learning model and learning content in learning activity. Therefore, this research aimed to find out the students’ perceptions toward teachers’ implementation of technological pedagogical and content knowledge (TPACK) in EFL classroom. This research is descriptive research and was located at one of madrasah Aliyah in Pekanbaru. There were 106 tenth-grade students as the respondents. A questionnaire is used to collect the research data on students’ perceptions. The finding revealed that students’ perception toward teachers’ implementation of TPACK in EFL classroom is positive perception, with a total mean score is 3.02, which means EFL students have a positive perception about teachers’ implementation of TPACK in EFL classrooms. Based on this result, it can be said that the teachers have the ability and the awareness related to the importance of implementing TPACK to support the teaching and learning process, especially to increase students’ comprehension and motivation in learning English.

show abstract

Section: Discussionmentioning

confidence: 99%

Students’ Perception Toward Teachers’ Implementation of Technological Pedagogical and Content Knowledge (TPACK) in EFL Classroom at Madrasah Aliyah

Hayati,

Zaim

2024

AIJP

View full text Add to dashboard Cite

show abstract

Um retrato sobre o conhecimento tecnológico pedagógico do conteúdo de professores de química durante a pandemia a partir do olhar discente

Bedin,

Cleophas

2024

ETD - Educ. temat. digit.

View full text Add to dashboard Cite

Esta pesquisa apresenta uma visão geral sobre a possível presença do perfil conceitual do Conhecimento Tecnológico Pedagógico do Conteúdo (CTPC) de professores de química durante a pandemia. Para tanto, investigou-se as concepções de 324 discentes de diferentes regiões do Brasil na busca de indícios que possam denotar predominâncias de domínios do conhecimento que compõem a estrutura CTPC. A estatística descritiva e a análise indutiva foram utilizadas para analisar os dados constituídos a partir de um questionário na escala Likert. Os achados indicam haver uma compreensão básica do domínio do Conhecimento Tecnológico pelos professores, ao invés de um conhecimento mais integrado do CTPC, bem como que os docentes demonstraram uma combinação dos conhecimentos da tecnologia, da pedagogia e do conteúdo em vez de uma integração dos três domínios necessários para formar a intersecção central do CTPC.

show abstract

Using Technology Acceptance Model (TAM) to Explain Teachers' Adoption of Digital Technology in Business Education

Nur Rahmi Akbarini

2024

JPP

View full text Add to dashboard Cite

The use of technology eases and makes teaching learning process effective and efficient. Thus far, researches on technology acceptance in higher education has been widely conducted; however, only few has focused on vocational high school teachers, especially in the field of business. This survey research aims to analyze the influences of technology acceptance variables: Perceived of usefulness (PU) and Perceived of Ease of Use (PEU) towards two other acceptance variables: among vocational high school (SMK) teachers in the Business and Management field in Surakarta. The population of this research was all vocational high school teachers in the Business and Management field in Surakarta. At the end of the research, there were 172 responses obtained from the teachers involved. Partial Least Squares (PLS) on Structural Equation Modelling (SEM) was used to test the research hypotheses. The empirical findings show that there are significant influences; particularly on PEU and PU, as well as PEU and PU on BI. Furthermore, BI is also proven to have a significant influence on AU. The findings are expected to provide deeper insights into the factors influencing technology adoption by teachers in business education. Moreover, the implication is foreseen to contribute on the development of more effective and efficient business education through the use of digital technology.

show abstract

Exploring Students’ Perceptions of EFL Teachers’ TPACK Knowledge in Online Classroom Environment

Cited by 3 publications

References 21 publications

Students’ Perception Toward Teachers’ Implementation of Technological Pedagogical and Content Knowledge (TPACK) in EFL Classroom at Madrasah Aliyah

Students’ Perception Toward Teachers’ Implementation of Technological Pedagogical and Content Knowledge (TPACK) in EFL Classroom at Madrasah Aliyah

Um retrato sobre o conhecimento tecnológico pedagógico do conteúdo de professores de química durante a pandemia a partir do olhar discente

Using Technology Acceptance Model (TAM) to Explain Teachers' Adoption of Digital Technology in Business Education

Contact Info

Product

Resources

About