Training On The Application Of TPACK In Learning For Special School Teachers In Pandeglang District
Abstract
This research aims to determine training in implementing TPACK in learning for special schoolteachers in Pandeglang Regency. Technological, Pedagogical, Content, and Knowledge (TPACK) is a way to increase the use of technology in the learning process. The research method used is narrative inquiry using interviews. The research results show that the issue of using technology in the field of education, especially teaching, cannot be avoided, especially during the past Covid-19 pandemic until now where learning is carried out online. However, online learning is still understood and implemented by emphasizing the use of platforms without integrating pedagogy and teaching materials. So online learning activities do not actively involve students in online learning which contains technology, pedagogy, and teaching materials (TPACK). The results of this community service aim to assist Special School teachers in integrating the use of technology, pedagogy and teaching materials.
Keywords
Full Text:
PDFReferences
Chai & Koh. 2017. Changing teachers’ TPACK and design beliefs through scaffolded lesson
design model (STLDM). Journal of Learning: Research & Practice. Routledge.
Chai, C. S., Tan, L., Deng, F., & Koh, J. H. L. (2017). Examining pre-service teachers’ design
capacities for web-based 21st century new culture of learning. Australasian Journal of
Educational Technology, 33(1), 1–20.
Cheng. 2017.A survey of native language teachers’ technological pedagogical and content
knowledge (TPACK) in Taiwan. Journal of Computer Assisted Language
Learning.Vol.30,2017Issue7.
Drajati, Arifah, N. 2020. Pembelajaran bahasa Inggris dengan framework TPACK: kesempatan & tantangan.. Surakarta: Yuma Pressindo.
Farrell, T. S. C. (2007). Reflective language teaching: From research to practice. New York
Continuum.
Jati, Gumawang, 2020. Inovasi teknologi dalam pembelajaran bahasa Inggris from standalone computer to mobile phone. Surakarta: Yuma Presindo.
Kementrian Pendidikan & Kebudayaan, 2020. Surat edaran tentang pelaksanaan kebijakan
pendidikan dalam masa darurat penyebaran Covid-19.
Mutiani, M., Supriatna, N., Abbas, E. W., Rini, T. P. W., & Subiyakto, B. (2021). Technological,
pedagogical, content knowledge (TPACK): a discursions in learning innovation on social studies. The Innovation of Social Studies Journal, 2(2), 135-142.
Pinkley, D. (2010). Computer technology in the primary classroom.
Rakerda, Hilda (2020). Active learning pada pembelajaran bahasa Inggris dengan kerangka
TPACK. Surakarta: Yuma Presssindo.
Saubern, R., Henderson, M., Heinrich, E., & Redmond, P. (2020). TPACK–time to reboot?.
Australasian Journal of Educational Technology, 36(3), 1-9.
Stödberg, U. 2011, “A research review of e-assessment”, Assessment & Evaluation in Higher
Education, Vol. 37, No. 5, pp. 591-604.
Tseng, J. J., Chai, C. S., Tan, L., & Park, M. (2022). A critical review of research on technological pedagogical and content knowledge (TPACK) in language teaching. Computer Assisted Language Learning, 35(4), 948-971.
Valtonen, T., Leppänen, U., Hyypiä, M., Sointu, E., Smits, A., & Tondeur, J. (2020). Fresh
perspectives on TPACK: pre-service teachers’ own appraisal of their challenging and
confident TPACK areas. Education and Information Technologies, 25(4), 2823-2842.
DOI: https://doi.org/10.17509/jassi.v23i1.64658
Refbacks
- There are currently no refbacks.
Copyright (c) 2023 Universitas Pendidikan Indonesia
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.