TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE-INFORMATION AND COMMUNICATION TECHNOLOGY (TPACK-ICT): SELF ASSESSMENT UNTUK GURU VOKASI

Technological Pedagogical Content Knowledge (TPACK) merupakan kemampuan guru untuk memfasilitasi pembelajaran siswa dari konten tertentu melalui pendekatan pedagogi dan teknologi. Pembelajaran melalui TPACK dapat mengeksplorasi guru dalam meningkatkan kapasitas guru terhadap information and communication technology (ICT) dalam pembelajaran. Oleh karena itu penilaian kinerja sangat diperlukan dalam konteks untuk mengukur kemampuan guru. Salah satu jenis penilaian kinerja yang efektif dikembangkan pada penelitian ini adalah self-assessment. Self-assessment merupakan teknik penilaian supaya individu dapat menilai dirinya sendiri berkaitan dengan status, proses dan tingkat pencapaian kompetensi yang dipelajarinya. Penelitian ini dilakukan karena masalah yang terjadi di beberapa sekolah masih perlu adanya perhatian dan pengawasan lebih dalam pemanfaatan TIK dalam kegiatan pembelajaran. Tujuan penelitian ini adalah untuk mengetahui hasil kemampuan self-asssessment guru vokasi menggunakan kerangka kerja TPACK-ICT. Penelitian ini menggambarkan dan menganalisis kemampuan TPACK-ICT guru vokasi berdasarkan kelompok tinggi, sedang, dan rendah. Selain itu, penelitian ini untuk mengetahui pengaruh dan perbedaan kemampuan TPACK-ICT guru antara kelompok tinggi, sedang dan rendah. Metode penelitian yang digunakan adalah metode kuantitatif eksploratif dengan desain penelitian menggunakan jenis survei. Hasil penelitian ini adalah : 1) Tingkat kemampuan penguasaan komponen TPACK-ICT guru vokasi rata-rata tertinggi didapat pada aspek technological knowledge, yaitu guru mampu menggunakan internet sebagai media komunikasi. Kemampuan penguasaan komponen TPACK-ICT guru vokasi rata-rata terendah didapat pada aspek pedagogical knowledge, yaitu mampu melakukan tindakan reflektif untuk peningkatan kualitas pembelajaran. Kemampuan TPACK-ICT guru vokasi di kabupaten Pangandaran masuk ke dalam kategori baik. 2) Kemampuan TPACK-ICT bagi guru vokasi TIK di Kabupaten Pangandaran, untuk keterlaksanaan self-assessment baik dari guru dan observer secara umum hasil self-assesment memiliki nilai rata-rata lebih tinggi jika dibandingkan dengan hasil observer. 3) Respons pembelajaran TPACK-ICT oleh guru di kelas memberikan hasil yang positif kepada siswa terbukti dengan siswa memberikan rata-rata nilai dengan kategori sangat baik kepada guru. Siswa memberikan respons positif terhadap pembelajaran guru di kelas yang sudah mengintegrasikan ICT dengan kerangka kerja TPACK. Technological Pedagogical Content Knowledge (TPACK) is the teacher's ability to facilitate student learning from certain content through pedagogical and technological approaches. Learning through TPACK can explore teachers in increasing teacher capacity for information and communication technology (ICT) in learning. Therefore performance appraisal is very necessary for the context of measuring teacher's ability. One type of effective performance assessment developed in this study is self-assessment. Because self-assessment is a valuation technique in which individuals can assess themselves with regard to the status, process, and level of achievement of competencies learned. This research was conducted because of the problems that occur in several schools need more attention and supervision in the use of ICT in learning activities. The purpose of this study was to find out the results of the vocational teacher's self-assessment ability using the TPACK-ICT framework. This study illustrates and analyzes the ability of TPACK-ICT vocational teachers based on high, medium and low groups. In addition, this study was to determine the effect and differences in the ability of TPACK-ICT teachers between high, medium and low groups. The research method used is a quantitative exploratory method with research design using a type of survey. The results of this study are: 1) The highest level of mastery ability of TPACK-ICT components of the average vocation teacher is obtained in the aspect of technological knowledge, namely the teacher is able to use the internet as a communication medium. Meanwhile, the lowest average mastery ability of the TPACK-ICT component of vocational teachers is obtained from the pedagogical knowledge aspect, which is able to take reflective actions to improve the quality of learning. The ability of the TPACK-ICT vocational teacher in Pangandaran district falls into the good category. 2) TPACK-ICT ability for ICT vocational teachers in Pangandaran Regency, for the implementation of self-assessment from both the teacher and observer in general, the results of self-assessment has a higher average value compared to the observer's results. 3) The response of TPACK-ICT learning by teachers in the classroom gives positive results to students as evidenced by the students giving an average value with a very good category to the teacher. Students provide a positive response to the learning of teachers in the classroom who have integrated ICT with the TPACK framework

Auditing the TPACK confidence of Australian pre-service teachers: the TPACK confidence survey (TCS)

This chapter describes the construction and validation of an instrument to measure teachers’ Technological Pedagogical Content Knowledge (TPACK). The TPACK Confidence Survey (TCS) contains scales that measure teachers’ attitudes toward using ICT; confidence to use ICT for teaching and learning tasks (TPACK); competency with ICT; Technology Knowledge (TK); and TPACK Vocational Self-efficacy. The scale measuring TPACK confidence uses the Learning With ICTs: Measuring ICT Use in the Curriculum instrument that has been evaluated and reported previously. This paper proposes that the TCS provides a valid and reliable instrument with which to audit teachers’ TPACK confidence

Developing a validated instrument to measure pre-service teachers’ ICT competencies : meeting the demands of the 21st-century

The main objective of this study is to develop a self-report instrument to measure pre-service teachers’ ICT competencies in education. The questionnaire items of this instrument are based on an existing comprehensive framework and were created with input from experts in the field. The data were collected from a sample of 931 final-year pre-service teachers in Flanders (Belgium). A first subsample was used for an exploratory factor analysis, and a second one to verify the identified factor structure via confirmatory factor analysis. A two-factor structure of ICT competencies was identified: (a) competencies to support pupils for ICT use in class and (b) competencies to use ICT for instructional design. This two-factor structure was confirmed in the confirmatory factor analysis. Recommendations are made on how this reliable instrument can help assess the level and progress of pre-service teachers’ ICT competencies

Developing Technological Pedagogical Content Knowledge in pre-service science teachers: Support from blended learning

The Technological Pedagogical Content Knowledge (TPACK) framework has been used to prepare pre-service science teachers at the Public Authority of Applied Education and Training in Kuwait for ICT integration in education. Pre-service teachers worked in teams to design an ICT solution for an authentic problem they faced during in-school training. Pre-service teachers were separated into two groups. The first group was coached by ICT, pedagogy, and content experts. The second group was offered a blended condition, by which they had access to an online portal with different tutorials and examples, with opportunities to meet with different experts whenever they wanted. Pre-test and post-test design data were collected for attitudes toward ICT, ICT skills, and TPACK. The findings show that the self-reported TPACK, the score of attitudes toward ICT, and ICT skills increased in both groups. However, the blended support condition reported a higher increase in the participants' technological knowledge (TK), technological pedagogical knowledge (TPK), their attitude toward ICT as a tool for instruction and productivity, and ICT enjoyment. This indicated that students perceived the blended condition for supporting design teams as a more desirable method for enhancing their development of TPACK

Integrating TPACK in Pre-Service Teachers’ EFL Course: Impacts on Perception, Knowledge, and Practices

Most research that has explored integrating the Technological Pedagogical Content Knowledge (TPACK) framework into teacher education programs primarily utilized context-unspecific self-report instruments. This mixed-methods study explored the efficacy of integrating four domains of the TPACK framework in an EFL course on the perception and knowledge of (30) pre-service teachers in an Egyptian university. The study also investigated the effect of the TPACK-based course on participants’ lesson plans and teaching practices. Data collection instruments included a test, a questionnaire, observation checklists, lesson plans, and semi-structured interviews. Quantitative analysis showed that pre-service teachers’ knowledge and perception of PCK, TCK, TPK, and TPCK have significantly improved after the course. Qualitative analysis of participants’ lesson plans, observation, and interviews revealed that participants moderately integrated technologies in their instruction and PCK was the most dominant in their teaching. The study provided implications for implementing TPACK in teachers’ education programs

Technology Pedagogical Content Knowledge(TPCK) and Techno Pedagogy Integration Skill ( TPIS) Among Pre-Service Science Teachers- Case Study of a University Based ICT Based Teacher Education Curriculum

The research is partly financed by University of Malaya  Research  Grant Abstract The paper is an attempt to evaluate  an effective Technology  based Teacher Education course for Pre Service Science Teachers. The Technology in Science Education – a core course - is prescribed for an University based Pre-Service Science teachers Education program. The  particular course is evaluated based on the TPACK framework which is an extension of the pedagogical content knowledge (Shulman,1986).The TPACK framework offers a viable and effective  means  for actual tryout  of a  Technology enabled  Teacher Education Program. The volume of research that extruded from the TPCK/TPACK construct has provided deeper understanding of how teacher knowledge is related to pedagogical integration of digital technologies in educational contexts. As part of  curricular transaction during the eleven week semester, the seven  dimensions  of  TPACK viz., Technology Knowledge(TK), Content  Knowledge (CK), Pedagogical Knowledge( PK), Technology Content Knowledge (TCK), Pedagogical content Knowledge (PCK), Technology Pedagogical Knowledge (TPK),TPACK (Technology pedagogical Content  Knowledge)  and  an  eighth  dimension TechnoPedagogy Integration Skill ( TPIS) was evaluated with reference to the attainment of concepts and acquisition of skills. The effectiveness of the course was  assessed by  a  Pre service Teacher’s TPACK assessment inventory which comprised of an achievement test in Science which assessed pre service teachers attainment of science related concepts based on School level Science. The inventory comprised of  a list of questions which pertain to the 7 dimensions as identified by the TPACK framework, The abbreviations and explanations are the same used by Mishra and Kohler( 2006). TechnoPedagogical Integration Skill (TPIS) was assessed by the  assessment of teaching performance using technology before and after the course. Studies  have reported  that  the  implementation of TPACK  framework has  contributed to enhancement of   Technological and Pedagogical concepts  related to the subject (Hammond & Manfra, 2009a; Khan, 2011; Manfra & Hammond, 2008; Schul, 2010a, 2010b,Chai ,Koh and Tsai, 2013,Angeli & Valanides, 2005; Bowers & Stephens, 2011; Mishra & Koehler, 2006; Tee & Lee, 2011; Shafer, 2008). Similar attempts have been  done earlier to  assess  the impact of  TPACK using reliable and valid instruments (Schmidt However, the present study  attempts to evaluate the  effectiveness of  a teacher preparation course with respect to  technological and pedagogical skill  acquisition and deployment for teaching science. Content Analysis of the course  modules  highlighted  possibilities to draw  parallels  with  the TPACK  framework and  it was thus  that is was  used  as a  frame of reference for  the study.  Keywords: TPCK, University based ICT incorporated Teacher education curriculum, Pre service Science teachers DOI: 10.7176/JEP/11-6-07 Publication date: February 29th 202

Making connections in science: engaging with ICT to enhance curriculum understanding

The “Teaching Teachers for the Future” (TTF) project (DEEWR, 2012) provided the La Trobe University School of Education with the opportunity to rethink the integration of Information and Communication Technology in the science curriculum subjects offered in their teacher education programs. The La Trobe University iteration of the Teaching Teachers for the Future (TTF) project focused initially on subject in the second semester, third year of the Bachelor of Education course called the Multi-Disciplinary Science & Technology Integrated Experience (MSTIE). Two pairs of pre-service teachers were placed in the school where the TTF ICT Pedagogy Officer (ICTPO) worked as an ICT specialist. The two teams worked with classroom teachers and the ICTPO to cooperatively plan, teach and evaluate a science curriculum project enhanced by strong ICT integration. The experience was a catalyst for significant educational insight, for the students involved, but also for other pre-service teachers and teachers from the school and university. In the second cycle of the project the ICTPO worked with academics from the university to draw on findings from the first cycle in order to design and implement integrated ICT initiatives in a first semester, second year Science curriculum subject. This structure means that students who will take MSTIE in their third year will have a strong foundation of Science ICT integration on which to base their MSTIE preparation and implementation. &nbsp

Validation of a technological pedagogical content knowledge instrument in a Malaysian secondary school context

Purpose – This study focused on the validation of a Technological Pedagogical Content Knowledge (TPACK) instrument for using ICT in teaching and learning effectively in a Malaysian secondary school setting. The aim of this study was to confirm a sevenfactor TPACK model which includes Technological Knowledge, Content Knowledge, Pedagogical Knowledge, Pedagogical Content Knowledge, Technological Pedagogical Knowledge, Technological Content Knowledge and Technological Pedagogical Content Knowledge. Methodology – This study was designed as a case study situated within a particular context in Malaysia.A survey was administered to 150 pre-service teachers enrolled in a university in Malaysia.Confirmatory factor analysis (CFA) of the adapted TPACK survey was preceded by assessing the fit of the measurement model with the data in the study based on the a priori theoretical model.Findings – The findings revealed that the measurement model adequately fit with the data collected within a Malaysian secondary school context, also lending validity to the adapted TPACK instrument used in this study. Significance – The adapted and translated TPACK survey was found to be a valuable self-report instrument for measuring pre-service teachers’ TPACK knowledge.A greater understanding of TPACK may be required for pre-service teachers before adequate gains in using ICT in teaching can be achieved.Thus, it is recommended that this knowledge should be integrated in the Initial Teacher Education curriculum with more attention to improving access to ICT in Initial Teacher Education and the school

Trend of Technological Pedagogical Content Knowledge (TPACK) for Pre-service Science Teacher: A Historical Review

Technological pedagogical content knowledge (TPACK) is critical for effective technology-enhanced education and has been increasing for several years. This research aims to provide a historical overview of TPACK-related studies for pre-service teachers, particularly those in the science department. The databases held 143 papers from 2012 to 2022, which were reviewed in four steps: identification, screening, eligibility, and inclusion, yielding 44 noteworthy articles on TPACK research. The meta-analysis design was utilized in the study, with the parameters of the study's purpose, method/design, sample, data collection, and location. According to the data, most studies measure pre-service teachers' TPACK using a variety of techniques and samples. And recently, the quantitative method has grabbed the lead. TPACK studies have grown in quantity over time, with the emphasis on measuring and enhancing pre-service teachers' TPACK. Despite the fact that the trend is increasing, the Indonesian context is still rare, and this study suggests that additional research into the TPACK environment in Indonesia is essential