Review of the Importance of Technological Pedagogical Content Knowledge in Teaching Reading Skills

Abstract

Malay Language subject is a medium of instruction at primary, secondary and tertiary levels in Malaysia education system. In learning and teaching of Malay Language as a formal language, students need to master the four skills of listening, speaking, reading and writing since elementary school. Though reading is an important skill that is able to improve learning motivation as well as language competency, the teaching approach for this skill is always far behind interactive and effective move. In order to facilitate the reading skills according to the need and interests of the present generation, the Malay Language teacher need to master (TPCK). To create an effective learning environment which is more fun and engaging or to enhance the creativity, innovation and stimulation of students related to reading skills it is essential and necessary for teachers to master the Technology Pedagogical Content Knowledge (TPCK) in order to create an effective learning environment which is more fun and engaging to enhance the creativity, innovation and stimulation of students. Therefore, review of information and disclosure of experiences related to TPCK in reading skills is essential and necessary as a reference material for the relevant parties.

Analyzing Teachers’ Technological Pedagogical Content Knowledge (TPACK) in Teaching Reading Comprehension in Fifth-Grade Elementary Schools

“…The interactive relationship between these components subsequently emphasizes the development of good teaching compared to their individual implementation. TPACK knowledge is also best applied in reading skills [22], although Indonesia is reported to have a low category of RC (reading comprehension) ability [21]. This is in line with various reviews reporting students scored lower than 400 in reading literacy skills in the country.…”

A Review of Faculty Self-Assessment TPACK Instruments (January 2006 – March 2020)

“…Several broad reviews of the TPACK literature or instruments have been published since 2010 (e.g., Jaikaran-Doe & Doe, 2015;Voogt et al, 2013) but, over time, some have become dated. More current literature reviews have typically focused on specific issues such as faculty professional development (Moreno, Montoro, & Colon, 2019), faculty professional development within the STEM context (Chai, 2019) or the importance of faculty TPACK in creating effective learning environments within the reading context (Sarjoni, Rahman, Sabil, & Khambari, 2020). Njiku, Mutarutinya, and Maniraho's (2020) study evaluated TPACK survey instruments from 28 peer-reviewed articles.…”