Teachers’ TPACK Practice of English Blended Learning Course in the Midst of COVID-19 Pandemic

  • Yatun Yatun Universitas Negeri Surabaya
  • Ahmad Munir Universitas Negeri Surabaya
  • Pratiwi Retnaningdyah Universitas Negeri Surabaya

Abstract

This study aims to examine teachers’ TPACK knowledge in practice that used in blended-learning course. This study employs a qualitative descriptive research design to analyze phenomena in the teaching and learning process. The observation focused on the three components of TPACK in practice included technological tool, content material, and learning activity. Furthermore, the finding shows that teachers promoted 22 and 24 of the 33 TPACK criteria in practice, which represented the TPACK knowledge. This means teachers have achieved more than 50 % of criteria which representing the TPACK knowledge in practice. In conclusion, the TPACK knowledge help teachers conducted an effective teaching with technology as teachers were able to apply the framework of TPACK in practice during the blended learning activity.

Keywords:      Blended-learning, Content Knowledge, Pedagogical knowledge Teachers’ Knowledge, Technological Knowledge, Technology Integration TPACK

References

Ali, W. (2020). Online and Remote Learning in Higher Education Institutes: A Necessity in Light of COVID-19 Pandemic. Higher Education Studies, 10(3), 16-25. https://doi.org/10.5539/hes.v10n3p16

Aniq, L. N., & Drajati, N. A. (2019). Investigating EFL Teachers’ Perceptions on Their TPACK Development: How EFL Teachers View Seven Domains on TPACK Framework. Leksika: Jurnal Bahasa, Sastra dan Pengajarannya, 13(2), 95-101. http://dx.doi.org/10.30595/lks.v13i2.5649

Chapelle, C. A., & Sauro, S. (2017). The Handbook of Technology and Second Language Teaching and Learning. New Jersey: John Wiley & Sons, Inc. https://doi.org/10.1002/9781118914069

Choi, B., & Young, M. F. (2021). TPACK-L: Teachers’ Pedagogical Design Thinking for the Wise Integration of Technology. Technology, Pedagogy and Education, 30(2), 217–234. https://doi.org/10.1080/1475939X.2021.1906312

Durak, H. Y. (2019). Modeling of Relations Between K-12 Teachers’ TPACK Levels and Their Technology Integration Self-Efficacy, Technology Literacy Levels, Attitudes toward Technology and Usage Objectives of Social Networks. Interactive Learning Environments, 1–27. https://doi.org/10.1080/10494820.2019.1619591

Guggemos, J., & Seufert, S. (2021). Teaching With and Teaching about Technology – Evidence for Professional Development of In-Service Teachers. Computers in Human Behavior, 115, 1-44. https://doi.org/10.1016/j.chb.2020.106613

Hrastinski, S. (2019). What Do We Mean by Blended Learning? TechTrends, 63(5), 564–569. https://doi.org/10.1007/s11528-019-00375-5

Huang, L., & Lajoie, S. P. (2021). Process Analysis of Teachers’ Self-Regulated Learning Patterns in Technological Pedagogical Content Knowledge Development. Computers and Education, 166, 1-15. https://doi.org/10.1016/j.compedu.2021.104169

Jamal, S. (2020). Analasis Kesiapan Pembelajaran E-Learning Saat Pandemi COVID-19 di SMK Negeri 1 Tambelangan. Jurnal Nalar Pendidikan, 8(1), 16–22. https://doi.org/10.26858/jnp.v8i1.13561

La Velle, L., & Flores, M. A. (2018). Perspectives on Evidence-Based Knowledge for Teachers: Acquisition, Mobilisation and Utilisation. Journal of Education for Teaching, 44(5), 524–538. https://doi.org/10.1080/02607476.2018.1516345

Li, X., Yang, Y., Chu, S. K. W., Zainuddin, Z., & Zhang, Y. (2020). Applying Blended Synchronous Teaching and Learning for Flexible Learning in Higher Education: an Action Research Study at a University in Hong Kong. Asia Pacific Journal of Education, 00(00), 1–17. https://doi.org/10.1080/02188791.2020.1766417

Menteri Pendidikan dan Kebudayaan RI. (2020). Surat Edaran Nomor 4 Tahun 2020 Tentang Pelaksanaan Kebijakan Pendidikan Dalam Masa Darurat Penyebaran Coronavirus Disease (COVID-19). https://disdik.kalteng.go.id/surat-edaran-mendikbud-no-4-tahun-2020/

Mishra, P., & Warr, M. (2021). Contextualizing TPACK within Systems and Cultures of Practice. Computers in Human Behavior, 117, 1-3. https://doi.org/10.1016/j.chb.2020.106673

Mouza, C., Nandakumar, R., Yilmaz Ozden, S., & Karchmer-Klein, R. (2017). A Longitudinal Examination of Preservice Teachers’ Technological Pedagogical Content Knowledge in the Context of Undergraduate Teacher Education. Action in Teacher Education, 39(2), 153–171. https://doi.org/10.1080/01626620.2016.1248301

Müller, C., & Mildenberger, T. (2021). Facilitating Flexible Learning by Replacing Classroom Time with an Online Learning Environment: A Systematic Review of Blended Learning in Higher Education. Educational Research Review, 34, 1-16. https://doi.org/10.1016/j.edurev.2021.100394

Rahimi, M., & Pourshahbaz, S. (2019). Book Review: English as a Foreign Language Teachers’ TPACK : Emerging Research and Opportunities. System, 1-2. http://dx.doi.org/10.1016/j.system.2019.102187

Rasheed, R. A., Kamsin, A., & Abdullah, N. A. (2020). Challenges in the Online Component of Blended Learning: A systematic Review. Computers and Education, 144, 1-17. https://doi.org/10.1016/j.compedu.2019.103701

Reimers, F., & Schleicher, A. (2020). Schooling Disrupted, Schooling Rethought: How the COVID-19 Pandeminc is Changing Education. https://globaled.gse.harvard.edu/files/geii/files/education_continuity_v3.pdf

Reyes, V. C., Reading, C., Doyle, H., & Gregory, S. (2017). Integrating ICT Into Teacher Education Programs from a TPACK Perspective: Exploring Perceptions of University Lecturers. Computers and Education, 115, 1–19. https://doi.org/10.1016/j.compedu.2017.07.009

Sailer, M., Stadler, M., Schultz-Pernice, F., Franke, U., Schöffmann, C., Paniotova, V., Husagic, L., & Fischer, F. (2021). Technology-Related Teaching Skills and Attitudes: Validation of a Scenario-Based Self-Assessment Instrument for Teachers. Computers in Human Behavior, 115, 1-12. https://doi.org/10.1016/j.chb.2020.106625

Santos, J. M., & Castro, R. D. R. (2021). Technological Pedagogical Content Knowledge (TPACK) in Action: Application of Learning in the Classroom by Pre-Service Teachers (PST). Social Sciences & Humanities Open, 3(1), 1-8. https://doi.org/10.1016/j.ssaho.2021.100110

Seufert, S., Guggemos, J., & Sailer, M. (2021). Technology-Related Knowledge, Skills, and Attitudes of Pre- and In-Service Seachers: The Current Situation and Emerging Trends. Computers in Human Behavior, 115. https://doi.org/10.1016/j.chb.2020.106552

Su, F., & Zou, D. (2020). Technology-Enhanced Collaborative Language Learning: Theoretical Foundations, Technologies, and Implications. Computer Assisted Language Learning, 1–35. https://doi.org/10.1080/09588221.2020.1831545

Tavares, R., & Moreira, A. (2017). Implications of Open Access Repositories Quality Criteria and Features for Teachers’ TPACK Development. SpringerBriefs in Education. https://doi.org/10.1007/978-3-319-57916-0_1

Tseng, J. J., Chai, C. S., Tan, L., & Park, M. (2020). A Critical Review of Research on Technological Pedagogical and Content Knowledge (TPACK) in Language Teaching. Computer Assisted Language Learning, 1–24. https://doi.org/10.1080/09588221.2020.1868531

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. https://doi.org/10.1007/s10639-019-10092-4

Voithofer, R., & Nelson, M. J. (2021). Teacher Educator Technology Integration Preparation Practices Around TPACK in the United States. Journal of Teacher Education, 72(3), 314–328. https://doi.org/10.1177/0022487120949842

Wang, W., Schmidt-Crawford, D., & Jin, Y. (2018). Preservice Teachers’ TPACK Development: A Review of Literature. Journal of Digital Learning in Teacher Education, 34(4), 234–258. https://doi.org/10.1080/21532974.2018.1498039

Yang, Y. F., & Kuo, N. C. (2021). Blended Learning to Foster EFL college Students’ Global Literacy. Computer Assisted Language Learning, 1–22. https://doi.org/10.1080/09588221.2021.1900874

Yeh, Y. F., Chan, K. K. H., & Hsu, Y. S. (2021). Toward a Framework that Connects Individual TPACK and Collective TPACK: A Systematic Review of TPACK Studies Investigating Teacher Collaborative Discourse in the Learning by Design Process. Computers and Education, 171, 1-18. https://doi.org/10.1016/j.compedu.2021.104238
Published
2021-12-07
How to Cite
Yatun, Y., Munir, A., & Retnaningdyah, P. (2021). Teachers’ TPACK Practice of English Blended Learning Course in the Midst of COVID-19 Pandemic. Linguistic, English Education and Art (LEEA) Journal, 5(1), 19-38. https://doi.org/https://doi.org/10.31539/leea.v5i1.2754
Abstract viewed = 25 times
pdf downloaded = 19 times