Journal Summary 9

Blended Learning Approach to Develop the Teachers’ TPACK
Arwa Ahmed Abdo Qasem
Gandla Viswanathappa


Recently, blended learning has attracted considerable attention in teacher training programs. Blended learning, according to Owston et all (2008) is a combination of face-to-face and online experiences where learners do not need to be in the same locations. There are some characteristics of blended learning as proposed by Bonk and Graham (2003). In blended learning, various instructional modalities and technologies are used. There is also the combination of learning theories, methods, and pedagogical dimension.
Blended learning is being adopted at all levels of education system. The writer of this journal thinks that blended learning approach can be used in professional development to help teachers explore various ways to facilitate learning with a media-rich environment. The curriculum itself requires teachers to integrate technology into their classroom. The study is to find out whether the teachers’ TPACK can improve after they attended the training program in a computer lab and online learning in 20 sessions. The participants of the study were 60 science teachers.
Their ICT knowledge is assessed using TPACK framework. The findings in this study indicated that TPACK has provided a valuable tool for assessing teacher knowledge in the area of technology integration. There is a significant difference between experimental and control groups on ICT knowledge scale. From the finding, it can be implied that teacher professional development through teacher training program using blended learning approach is necessary to develop teachers’ TPACK.



Komentar

Posting Komentar

Postingan populer dari blog ini

Journal Summary 10

Influencing Factors and Integration of ICT into Teaching Practices of Pre-service and Starting Teachers Aydın Aslan, Chang Zhu International Journal of Research in Education and Science Volume 2, Issue 2, Summer 2016 ISSN: 2148-9955 The study is aimed at investigating pre-service teachers’ perception on the use of ICT in teaching and learning process with regard to their integration of ICT into teaching practice. The perception is focused on several variables related to ICT such as perceived ICT competence, attitudes towards ICT, perceived competence in ICT integration, anxiety around ICT usage, ICT related course, pedagogical knowledge, external barriers to ICT integration, and prior experience concerning the use of ICT. The result revealed that perceived competence in ICT integration, computer anxiety, perceived ICT competence and pedagogical knowledge variables significantly influenced the teachers’ integration of ICT into teaching practices. The stu...
Baca selengkapnya

Journal Summary 13

Using Wikis and Collaborative Learning for Science Teachers' Professional Development Chen, Y-H.; Jang, S-J.; Chen, P-J. Journal of Computer Assisted Learning , v31 n4 p330-344 Aug 2015 Many tools, such as Blog, RSS or wiki, have been widely used in this digital era to support teachers’ technology capability, instructional novelty as well as their ongoing professional development. Wiki, among other tools, stands out as an ideal technology to flip traditional classrooms (Fu, Chu, & Kang, 2013). Wiki offers great technological affordances for both students and teachers. It enables individuals to create and edit Web content on their own. Wiki also enhances fast publishing and sharing of information. The most highlighted benefit of wiki is its capacity of collaborative editing. Past studies have shown that wikis can facilitate numerous authentic, collaborative and reflective learning activities, which result in improved motivation and better achievement among students and ...
Baca selengkapnya

Journal Summary 14

Pre-service teachers’ perceptions on TPACK Development after Designing Educational games Hatice Sancar Tokmaka Asia-Pacific Journal of Teacher Education, DOI: 10.1080/1359866X.2014.939611 Computer games are very popular among young learners. Modern educational policies expect that Early Childhood Education (ECE) pre-service teachers bring technology integration skills to their teaching and learning process. Haktanır (2008) has pointed out that ECE educators should bear responsibility for pre-service teachers’ competencies using Information and communication technologies (ICT) when teaching. Such skills are the main concerns of TPACK – technological, pedagogical, content knowledge – which Mishra and Kohler (2006) have described as an emergent form of the three knowledge types, technological, pedagogical, and content knowledge focused around teachers’ technology integration skills. For this reason, the author held a qualitative case study aimed to investigate Early Child...
Baca selengkapnya