Bunga Ikasari

TPACK-in-Action: An Innovative Model to Help English Teachers Integrate CALL Shu-Ju Diana TAI & Hsueh-Hua CHUANG The journal tells about the innovative model designed by the researchers to help English teacher integrate Computer Assisted Language Learning (CALL). Starting from the researchers’ belief that CALL is very important in teacher education and language learning, they researchers tried to design a teacher training programs using TPACK-in-Practice Model. This model consists of five steps. The first model was Modelling . In this step, the trainers showed how particular CALL activities were implemented in the classroom. The second model was Analysis . In this step, teachers should not only know how to use technology in their classroom but also know why particular technologies are chosen to deliver certain materials. The next step was Demonstration . Through this step, teacher learned were introduced by tools and their alternatives incorporated in the model activ...

Can they plan to teach with Web 2.0? Future teachers’ potential use of the emerging web Ugur Kale http://dx.doi.org/10.1080/1475939X.2013.813408 Web 2.0 technologies have been increasingly used for teaching. The fast development of t echnology makes it difficult for teachers to carefully select Web 2.0 tools suitable to their students ’ needs and their pedagogy. Meanwhile, it is important to be aware of leading-edge technologies, to be able to understand how these technologies can be used properly in the classroom. It is important to know the level of future teachers’ ability in using the emerging web as the result will be used to take further actions. The study attempted to examine the pre-service teachers’ potential use of Web 2.0 technologies. In analyzing the learning activity description, TPACK framework was used. The result showed that the teachers were able to consider various Web 2.0 tools to teach. However, the majority of teachers lacked the knowledge to cho...

Successful Implementation of TPACK in Teacher Preparation Programs Barbara Martin International Journal on Integrating Technology in Education (IJITE) Vol.4, No.1, March 2015 In this journal, the author highlighted the importance of teacher preparation program that would provide teachers with sufficient knowledge and skills of integrating technology in the teaching and learning process. These teachers should show confidence in teaching the digital natives using technologies. While this program is obviously beneficial for teachers and can increase their confidence, there is a problem occurs. Student confidence in technology integration does play a significant role in the continued use of technological tools and strategies. In addition, failure to raise the teachers’ competence during pre-service education may result in the pre-service teachers quickly give up the use of instructional technology in the classroom Similar research by Hersh (2013) shows that for successful ...

Online Case-based Learning Design for Facilitating Classroom Teachers' Development of Technological, Pedagogical, and Content Knowledge Fatih Saltan Published in the Slovak Republic European Journal of Contemporary Education ISSN 2304-9650 E-ISSN 2305-6746 2017, 6(2): 308-316 DOI: 10.13187/ejced.2017.2.308 www.ejournal1.com The purpose of the study is to find out whether online case-based learning can improve the pre-service TPACK. It is a kind of quasi-experimental research. There were two groups participated in the research. The first group consisting of 78 pre-service teachers (31 males and 47 females. This group was the experiment group so they were trained with case-based method while the control group which consisted of 82 participants (65 males and 95 males) were not. From the experiment group, the study revealed that the online case-based method didn’t significantly improve the TPACK of the pre-service teachers. However, the t-test score of sub-do...

Effects of creating digital stories on foreign language education pre-service teachers’ TPACK self-confidence Hatice Sancar-Tokmak & Tugba Yanpar-Yelken To link to this article: http://dx.doi.org/10.1080/03055698.2015.1043978 Because the use of technology has disseminated in students’ life, teachers should have skills in technology and integrate them into the English language learning process. The study focuses on pre-service teachers’ competencies regarding the technology use and integration into their classroom activities. The author chose digital stories (DSs) to enhance teachers ’ and pre-service teachers ’ TPACK. So, the study aimed to investigate the effects of creating DSs on the pre-service teachers’ self-confidence with regard to TPACK. Particularly the study would find out whether there’s any significant difference between the teachers’ TPACK self-confidence before and after the course and how these teachers described their TPACK self-confidence while evalu...

Improving Technological Pedagogical Content Knowledge (TPACK) of Pre-Service English Language Teacher Ceylan Yangin Ersanli International Education Studies; Vol. 9, No. 5; 2016 ISSN 1913-9020 E-ISSN 1913-9039 Published by Canadian Center of Science and Education The purpose of the study is to find out whether a five-week workshop and training season on TPACK of pre-service English teachers is effective or not. The author proposed three research questions as follows: 1.     Will TPACK of pre-service English teachers improve after the training and workshop? 2.     Do TPACK of pre-service English language teachers differ according to gender? 3.     What are the opinions of pre-service teachers about the TPACK training and workshop? In answering those research questions, the author used a mixed mode method involving quantitative and qualitative data. The quantitative data that would be used to answer the first and questions...