Patahuddin, S. M., Lowrie, T., & Dalgarno, B. (2016). Analysing mathematics teachers’ TPACK through observation of practice. Asia-Pacific Education Researcher, 25, 863–872. https://doi.org/10.1007/s40299-016-0305-2 Abstract: “Technological pedagogical content knowledge (TPACK) has been well accepted as a framework to understand and describe types of knowledge required by teachers to teach specific content with…
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Akmal, A. (2017). Local culture and morality attachment to TPACK framework of pre-service English teachers within the challenge of the 21st century skills. International Journal of Education, 9(2), 113-119. doi:10.17509/ije.v9i2.5465.g3752 Abstract: “In 2045, Indonesia is determined to have a golden generation in order to improve the nation’s competitiveness. However, in reality the…
Comments closedAugustin, R. R., & Liliasari, L. (2017). Investigating pre-service science teachers (PSTs)’ technological pedagogical content knowledge through extended content representation (CoRe). Journal of Physics: Conference Series, 812(012103). doi:10.1088/1742-6596/812/1/012103 Abstract: “The purpose of this study was to attain an insight into pre-service science teachers’ technological pedagogical content knowledge (TPACK) as an integrative competency…
Comments closedCiptaningrum, D. S. (2017). The development of the survey of technology use, teaching, and technology-related learning experiences among pre-service English language teachers in Indonesia. Journal of Foreign Language Teaching & Learning, 2(2), 11-26. https://doi.org/10.18196/ftl.2220 Abstract: “This study aims to design a survey instrument that can be used to collect information on the…
Comments closedSyaifudin, M., & van Rensburg, H. (2018). Considerations for the development of computer-assisted language learning (CALL) teacher training course: A practical experience from a CALL course development in Indonesia. Arab World English Journal, 9(4), 84–108. https://dx.doi.org/10.24093/awej/call4.7 Abstract: “The need for technology training for teachers will keep on growing in line with the development…
Comments closedMarwan, A., & Sweeney, T. (2018). Using activity theory to analyse contractions in English teachers’ technology integration. The Asia-Pacific Education Researcher, 28, 115–125. https://doi.org/10.1007/s40299-018-0418-x Abstract: “This paper reports on a qualitative research project investigating the integration of technology by three English teachers in a public secondary school in Indonesia. Third generation activity…
Comments closedSurayya, S. A., & Asrobi, M. (2020). Tracing technological pedagogical content knowledge (TPACK) on practical EFL teachers in writing context. VOLES: Voices of English Language Education Society, 4(2), 177-190. https://e-journal.hamzanwadi.ac.id/index.php/veles/article/view/2417 Abstract: “With the world demand to provide digital school, this study examines how the integration among technology, pedagogy and content knowledge in…
Comments closedSeptiyanti, M., Inderawati, R., & Vianty, M. (2020). Technological pegadogical and content knowledge (TPACK) perception of English education students. English Review: Journal of English Education, 8(2), 1–10. https://doi.org/10.25134/erjee.v8i2.2114 Abstract: “Technological Pedagogical and Content Knowledge, abbreviated as TPCK or TPACK, is the interdependent, situated knowledge needed to integrate the use of digital tools and resources effectively in…
Comments closedMulyadi, D., Wijayatingsih, T., Budiastuti, R. E., Ifadah, M., & Aimah, S. (2020). Technological pedagogical and content knowledge of ESP teachers in blended learning format. International Journal of Emerging Technologies in Learning, 15(6), 124–139. https://doi.org/10.3991/ijet.v15i06.11490 Abstract: “The onslaught of technology in language learning necessitates ESP teachers to enhance their teaching quality by…
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