Training On The Application Of TPACK In Learning For Special School Teachers In Pandeglang District

Pratama Yudha Toni, Utami Tanjung Yuni

Abstract


This research aims to determine training in implementing TPACK in learning for special schoolteachers in Pandeglang Regency. Technological, Pedagogical, Content, and Knowledge (TPACK) is a way to increase the use of technology in the learning process. The research method used is narrative inquiry using interviews. The research results show that the issue of using technology in the field of education, especially teaching, cannot be avoided, especially during the past Covid-19 pandemic until now where learning is carried out online. However, online learning is still understood and implemented by emphasizing the use of platforms without integrating pedagogy and teaching materials. So online learning activities do not actively involve students in online learning which contains technology, pedagogy, and teaching materials (TPACK). The results of this community service aim to assist Special School teachers in integrating the use of technology, pedagogy and teaching materials.


Keywords


Learning; Special School; TPACK.

Full Text:

PDF

References


Chai & Koh. 2017. Changing teachers’ TPACK and design beliefs through scaffolded lesson

design model (STLDM). Journal of Learning: Research & Practice. Routledge.

Chai, C. S., Tan, L., Deng, F., & Koh, J. H. L. (2017). Examining pre-service teachers’ design

capacities for web-based 21st century new culture of learning. Australasian Journal of

Educational Technology, 33(1), 1–20.

Cheng. 2017.A survey of native language teachers’ technological pedagogical and content

knowledge (TPACK) in Taiwan. Journal of Computer Assisted Language

Learning.Vol.30,2017Issue7.

Drajati, Arifah, N. 2020. Pembelajaran bahasa Inggris dengan framework TPACK: kesempatan & tantangan.. Surakarta: Yuma Pressindo.

Farrell, T. S. C. (2007). Reflective language teaching: From research to practice. New York

Continuum.

Jati, Gumawang, 2020. Inovasi teknologi dalam pembelajaran bahasa Inggris from standalone computer to mobile phone. Surakarta: Yuma Presindo.

Kementrian Pendidikan & Kebudayaan, 2020. Surat edaran tentang pelaksanaan kebijakan

pendidikan dalam masa darurat penyebaran Covid-19.

Mutiani, M., Supriatna, N., Abbas, E. W., Rini, T. P. W., & Subiyakto, B. (2021). Technological,

pedagogical, content knowledge (TPACK): a discursions in learning innovation on social studies. The Innovation of Social Studies Journal, 2(2), 135-142.

Pinkley, D. (2010). Computer technology in the primary classroom.

Rakerda, Hilda (2020). Active learning pada pembelajaran bahasa Inggris dengan kerangka

TPACK. Surakarta: Yuma Presssindo.

Saubern, R., Henderson, M., Heinrich, E., & Redmond, P. (2020). TPACK–time to reboot?.

Australasian Journal of Educational Technology, 36(3), 1-9.

Stödberg, U. 2011, “A research review of e-assessment”, Assessment & Evaluation in Higher

Education, Vol. 37, No. 5, pp. 591-604.

Tseng, J. J., Chai, C. S., Tan, L., & Park, M. (2022). A critical review of research on technological pedagogical and content knowledge (TPACK) in language teaching. Computer Assisted Language Learning, 35(4), 948-971.

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.




DOI: https://doi.org/10.17509/jassi.v23i1.64658

Refbacks

  • There are currently no refbacks.


Copyright (c) 2023 Universitas Pendidikan Indonesia

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

 

Jurnal Asesmen Dan Intervensi Anak Berkebutuhan Khusus is published
by Universitas Pendidikan Indonesia (UPI)
e-ISSN : 2776-8783
p-ISSN : 1412-9337
View My Stats