The Application of TPACK for Teaching Content Courses: Process, Students' View, and Product in Indonesian Context

Abstract

Due to the pandemic breakout in 2020, all facets of human life have been subject to unexpected changes. To sustain learning activities, many educational institutions have utilized Technological Pedagogical Content Knowledge (TPACK) as way-outs. It is true for delivering content courses at the English Department, Faculty of Letters, State University of Malang, East Java, Indonesia. One affected course is teaching English for Young Learners (EYL) for sixth-semester students. Thus, this article aims to describe the implementation of TPACK, the students' view, and the product results from the process. The design of this study is an exploratory sequential design. The participants were twenty-one Offering C students taking the EYL course. Thus, data were collected qualitatively (classroom observations, semi-structured interviews, video watching, mid and final-term assessments) and quantitatively (the Likert scale questionnaire). The findings reveal that: 1) the process of teaching EYL courses TPACK involved flipped learning in the initial meeting followed by a discussion session, and the technology used was Google meet, Google class, YouTube, WhatsApp, and technical tools like a tutorial video for media demonstration, and video making; 2) the students agree on the use of technology for their learning of EYL course and feel that they have had a lot to learn from TPACK for their course, and 3) the products generated from the teaching-learning process are video and intellectual rights certificates (HKI).

Technological Pedagogical Content Knowledge (TPACK) Framework for Science Teachers’ Comptences in Facing Global Challenges and Issues: A Narrative Literature Review

“…The part of content also needs to be considered because not all content or material cannot be simulated in AR (Gestiadi et al, 2022). TPACK have capacities to choose the right technology in the learning process according to students' needs (Setyowati & Rachmajanti, 2023). The following is a form of technology integration in the learning process according to the TPACK framework.…”

Evaluation of Teachers' Technological Pedagogical Content Knowledge (TPACK) Understanding Profile

“…TPACK combines three main components: technological knowledge (T), pedagogical knowledge (P), and content knowledge (C) (Gür & Karamete, 2015;Thelespore et al, 2023;Thy et al, 2023). TPACK serves as a specialized framework aidin teachers in effectively conducting the learning process by integrating content, pedagogy, and technology (Chai et al, 2013;Setyowati & Rachmajanti, 2023).…”

A Narrative Investigation on Tpack English Teachers’proficiencies

“…It's crucial for educators to deeply understand and expertly manage these domains to offer students enriching and compelling learning experiences (Hasanah et al, 2022;Nurruzakiah et al, 2022;Handika et al, 2023) and to facilitate the integration of technology into classroom settings (Latip et al, 2023). TPACK also involves choosing suitable technology based on student needs, which is key to implementing the TPACK approach effectively, as highlighted by Setyowati & Rachmajanti (2023). Furthermore, enhancing teacher competency is vital for fostering professional growth in educators, which is paramount for elevating the overall quality of education (Efrilia, 2020).…”