scholarly journals Transmedia Narratives of Social Intervention: Affecting Reflexiveness in the Communicative Phenomenon as a Key Competence in Education

2021 ◽  
Vol 5 ◽  
Author(s):  
Xiana Sotelo
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Teaching And Learning ◽  
Digital Storytelling ◽  
Positive Impact ◽  
Technological Pedagogical Content Knowledge ◽  
Social Intervention ◽  
Multimedia Technology ◽  
Cognitive Approach ◽  
Pedagogical Content

Highlighting the educational grounds of transmedia frameworks, this article acknowledges the positive impact of multimedia technology in cademic achievement and focuses on the examination of the reflexiveness in the communicative phenomenon as a key competence in education. In the search for a deeper understanding of the role that transmedia formats can play in both teaching and learning, the theoretical and conceptual ground for the analysis will follow the premises of the new field called TPCK (Technological Pedagogical Content Knowledge) and the well-known Seven Elements of Digital Storytelling. Moreover, a cognitive approach to narrative will be introduced to delineate the reflectiveness of the affection in linguistic and cognitive parameters.

scholarly journals Employing Technological Pedagogical Content Knowledge (TPACK) Skill Among Teachers in Preparing Online School Assessment for Home-Based Learning

2021 ◽  
Vol 4 (2) ◽  
Author(s):  
Muhammad Sabri Bin Sahrir ◽  
Abdul Razif Zaini ◽  
Yaakob Hassan ◽  
Zulkefli Hamat ◽  
Taufik Ismail
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Technological Pedagogical Content Knowledge ◽  
Online Assessment ◽  
School Teachers ◽  
Learning Session ◽  
Pedagogical Content ◽  
Essential Components

The Technological Pedagogical Content Knowledge (TPACK) framework is crucial for every educators and teachers when dealing with teaching and learning by using technology. There are three essential components of TPACK which have to be fully mastered in order to conduct any teaching and learning session via whatever technological means and platforms, especially in the current situation of COVID-19 pandemic which requires the teacher to adapt with suitable teaching and learning remote strategies including online assessment. This study is conducted to investigate the level of technological pedagogical content knowledge (TPACK) skill among Arabic school teachers in preparing online assessment for remote teaching and learning prior to a training workshop organized by the Malaysian branch of Islamic World Educational, Scientific and Cultural Organization, ICESCO-KUIS and Islamic Education Unit, Ministry of Education, Malaysia. The main author has been conducting the TPACK training module among 56 Arabic school teachers in Johor, Malaysia on 5-6 October, 2020 from selected all districts, while only 40 of them responded to the survey after the workshop via Google Form. Moreover, all participants were responding concurrently to the open-ended survey during the workshop via Mentimeter.com. This research instruments were investigating the teachers’ knowledge about three essential components of TPACK, which include technology, content, and pedagogy as well their suggestions and feedbacks towards employing online assessment and effectiveness of conducted workshop. The findings are expected in contributing towards the understanding of the teacher’s level of knowledge in technology, pedagogy, and content among Arabic school teachers in Malaysia especially for online teaching and assessment. The study may also beneficial to other similar settings where the technology has not been effectively utilized by teachers in schools.

Teaching and Learning in the Digital Age

2019 ◽  
pp. 1-23
Keyword(s):  
Preservice Teachers ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Teaching And Learning ◽  
Teacher Educators ◽  
Technological Pedagogical Content Knowledge ◽  
Theoretical Description ◽  
Pedagogical Content ◽  
Knowledge For Teaching ◽  
K 12

Technological pedagogical content knowledge (TPACK) is a dynamic theoretical description of teachers' knowledge for designing, implementing, and evaluating curriculum and instruction with digital technologies. TPACK portrays the complex interaction among content knowledge, pedagogical knowledge, and technological knowledge for guiding all teachers (K-12 and higher education faculty) in the strategic thinking of when, where, and how to direct students' learning with technologies. Teacher educators' and educational researchers' acceptance of the TPACK construct mirrors the acceptance of its parent construct of pedagogical content knowledge (PCK). The importance of teachers' continued practice in integrating technologies is essential for extending and enhancing their TPACK. Connections with the knowledge-of-practice construct suggest calling TPACK TPACK-of-practice to more accurately describe the process of the knowledge development efforts for guiding inservice and preservice teachers in gaining, developing, and transforming their knowledge for teaching as new and more powerful technologies emerge for integration in education. Ultimately, the very nature of the TPACK construct describes a transformation of teachers' knowledge for teaching in the 21st century – a century reframed by robust and advanced technologies that have been integrated into the fabric of a more complex social, cultural, and educational environment.

Digital Storytelling and Its Tools for Language Teaching

2018 ◽  
pp. 1005-1020
Author(s):  
Asuman Aşık
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Quantitative Methods ◽  
Digital Storytelling ◽  
English Teachers ◽  
Technological Pedagogical Content Knowledge ◽  
Pedagogical Content ◽  
Qualitative And Quantitative Methods ◽  
Young Learners ◽  
Language Classrooms

This paper presents the analysis of the self-reported reflections of pre-service English teachers about the use of digital storytelling and its tools in terms of Technological Pedagogical Content Knowledge. Through the reflection reports of 78 pre-service English teachers and a focus-group interview after implementing a digital storytelling project, the present study investigated the perceptions and reflections of pre-service English teachers regarding the use of digital storytelling to teach English to young learners. The data were analysed through mixed (qualitative and quantitative) methods. The results revealed that pre-service English teachers reflected positive perceptions towards to the use of digital storytelling. Their reflections are significant in terms of the tools to be used for digital storytelling, the viewpoints regarding young learners and the improvement in their Technological Pedagogical Content Knowledge. The findings should be of interest to teacher education programs in supporting pre-service teachers to integrate technology into language classrooms.

scholarly journals Persepsi Mahasiswa dan Instruktur tentang Technological Pedagogical Content Knowledge (TPACK) Instrukstur Bahasa Inggris di Indonesia

Teknodika ◽  
2019 ◽  
Vol 17 (1) ◽  
pp. 76
Author(s):  
Badi'atul Azmina ◽  
Mar’atus Solihah
Keyword(s):  
University Students ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Teaching And Learning ◽  
Positive Response ◽  
Technological Pedagogical Content Knowledge ◽  
Pedagogical Content ◽  
Self Perceptions ◽  
Collecting Techniques ◽  
The Right

<em>In recent years, the development of ICT inevitably influences the teaching and learning process. The instructor should be able to integrate Technological Pedagogical Content Knowledge (TPACK) in the classroom. Hence, few studies investigate perceptions of university students and self-perceptions of English instructor’s TPACK, especially in Indonesia. The primary purpose of this study was to find out university students’ perceptions of English Course Instructor’s TPACK, Instructor’s self-perceptions of TPACK, and whether they shared the same perceptions or not. This study was qualitative research in one of the universities in Indonesia. The data collecting techniques were a questionnaire, interviews, and document analysis. This study adopted Jang &amp; Chang questionnaire of TPACK perceptions. The results revealed that university students had a positive response toward the instructor’ TPACK. Similarly, instructor’s self-perceptions also showed that instructor confidently declared that she knew well about the content of the teaching, and the right pedagogy used to deliver the content well. They shared the same perceptions of the English course instructor’s TPACK in Subject Matter Knowledge (SMK) and Instructional Representation &amp; Strategies (IRS). However, they had different perceptions of Technology Integration and Application (TIA). The research implications of this study were as assessment examples of instruction of TPACK by university students and self-perceptions.</em>

Digital Storytelling and Its Tools for Language Teaching

2016 ◽  
Vol 6 (1) ◽  
pp. 55-68 ◽  
Author(s):  
Asuman Aşık
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Quantitative Methods ◽  
Digital Storytelling ◽  
English Teachers ◽  
Technological Pedagogical Content Knowledge ◽  
Pedagogical Content ◽  
Qualitative And Quantitative Methods ◽  
Young Learners ◽  
Language Classrooms

This paper presents the analysis of the self-reported reflections of pre-service English teachers about the use of digital storytelling and its tools in terms of Technological Pedagogical Content Knowledge. Through the reflection reports of 78 pre-service English teachers and a focus-group interview after implementing a digital storytelling project, the present study investigated the perceptions and reflections of pre-service English teachers regarding the use of digital storytelling to teach English to young learners. The data were analysed through mixed (qualitative and quantitative) methods. The results revealed that pre-service English teachers reflected positive perceptions towards to the use of digital storytelling. Their reflections are significant in terms of the tools to be used for digital storytelling, the viewpoints regarding young learners and the improvement in their Technological Pedagogical Content Knowledge. The findings should be of interest to teacher education programs in supporting pre-service teachers to integrate technology into language classrooms.

scholarly journals CURRENT TRENDS IN TPACK RESEARCH IN ENGLISH LANGUAGE EDUCATION: A SYSTEMATIC REVIEW OF LITERATURE FROM 2017 TO 2021

2021 ◽  
Vol 6 (43) ◽  
pp. 219-234
Author(s):  
Pei Sing Lim ◽  
Wardatul Akmam Din ◽  
Nik Zaitun Nik Mohamed ◽  
Suyansah Swanto
Keyword(s):  
Literature Review ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Teaching And Learning ◽  
English Language ◽  
Language Education ◽  
Technological Pedagogical Content Knowledge ◽  
English Language Education ◽  
Pedagogical Content ◽  
Current Trends

In this 21st century, traditional ways of teaching and learning have been changed with the evolution of technology. Technological Pedagogical Content Knowledge (TPACK) is one of the conceptual models developed by researchers to facilitate teachers’ professional development. It is believed that TPACK should be developed and mastered by teachers to achieve effective implementation of technology in teaching and learning. This systematic literature review aims to investigate current trends in TPACK research in English language education literature published between 2017 to 2021. The keywords “Technological Pedagogical Content Knowledge”, “TPACK”, “English language”, “ESL”, “EFL” and “English teachers” with some modifications using “AND” and “OR” were used to obtain relevant articles from Scopus and ProQuest databases. The study inclusion process was done following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) 2020’s framework. There were 14 articles yielded and included in this systematic literature review. The results show that TPACK studies in English language education were carried out worldwide. Moreover, half of the reviewed studies used pre-service English language teachers as the participants while others used in-service or both of them. Meanwhile, some studies used English language learners as the participants. In addition, there are a variety of methods including quantitative, qualitative and mixed method employed by the researchers of reviewed studies. We also identified 5 key emerging themes of the reviewed studies including measurement of TPACK level (64%), the relationship between TPACK and other variables (29%), strategy to develop TPACK (29%), implementation of TPACK (14%) and development of TPACK instrument (21%). This paper implies researchers in the English language education field, especially in Malaysia. Further studies on TPACK need to be conducted due to the limited current research in Malaysia.

scholarly journals Research Trends in Technological Pedagogical Content Knowledge (TPACK): A Systematic Literature Review from 2010 to 2021

2021 ◽  
Vol 10 (4) ◽  
pp. 2045-2054
Author(s):  
Irwanto Irwanto
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Teaching And Learning ◽  
Technological Pedagogical Content Knowledge ◽  
Asia Pacific ◽  
Pedagogical Content ◽  
Integrating Technology ◽  
The Us ◽  
Prior Literature ◽  
Information And Communication

<p style="text-align: justify;">In recent years, integrating technology into education continues to attract more attention along with the rapid growth of information and communication technology. In the literature, teachers’ technological pedagogical content knowledge (TPACK) plays an essential role in successfully integrating technology into teaching and learning contexts. This study aims to provide a comprehensive view of prior literature and some possible directions for researchers and educators for further TPACK studies. A total of 106 papers were chosen from the Springer database and synthesized. Frequency of annual publications, number of documents with and without TPACK in the title, research methods, number of authors, major contributed countries, most cited papers, and most productive journals in TPACK research were reviewed. The results showed that TPACK has continued to receive attention from researchers in the past decade. Among the reviewed publications, each of the 53 documents included the term TPACK in the title and abstract. To date, qualitative methods were more frequently adopted in TPACK research than quantitative, mixed, and non-empirical methods. Most papers published in TPACK research have two authors. When ranked by country, the US has the highest contribution compared to other countries in this field, followed by Turkey, Australia, Singapore, and Taiwan. The authors with the most cited papers were Min-Hsien Lee and Chin-Chung Tsai with 210 citations. Based on the number of articles published in TPACK, <em>The Asia-Pacific Education Researcher</em> and <em>TechTrends</em> seemed to be the most contributing journal in this field.</p>

scholarly journals Integrative Analytics for Technological Pedagogical Content Knowledge

Complexity ◽  
2021 ◽  
Vol 2021 ◽  
pp. 1-10
Author(s):  
Jin-E. Zhang
Keyword(s):  
Pedagogical Content Knowledge ◽  
Learning Community ◽  
Content Knowledge ◽  
Teaching And Learning ◽  
Technological Pedagogical Content Knowledge ◽  
Pedagogical Knowledge ◽  
Technology In Education ◽  
Pedagogical Content ◽  
Training Mode ◽  
Panoramic Analysis

In this paper, we deeply analyze the general framework of technological pedagogical content knowledge (TPACK): it mainly involves technological knowledge (TK), pedagogical knowledge (PK), content knowledge (CK), technological content knowledge (TCK), technological pedagogical knowledge (TPK), and pedagogical content knowledge (PCK). Meanwhile, we also show that the conceptual framework of TPACK can help teachers to integrate a lot of complexity and tension in teaching and learning. Also, this study suggests that the framework of TPACK may be able to change the application mode of technology in education and the training mode of teachers and then provide a panoramic analysis for building a learning community.

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