The Correlation Between Social Media Usage in Academic Context and Self-Efficacy Towards TPACK of Prospective Science Teachers in Indonesia
Abstract
References
Abbitt, J. T. (2011). An investigation of the relationship between self-efficacy beliefs about technology integration and technological pedagogical content knowledge (TPACK) among preservice teachers. Journal of Digital Learning in Teacher Education, 27(4), 134-143. doi: https://doi.org/10.1080/21532974.2011.10784670
Abbitt, J. T., & Klett, M. D. (2007). Identifying influences on attitudes and self-efficacy beliefs towards technology integration among pre-service educators. Electronic Journal for the integration of technology in Education, 6(1), 28-42. Retrieved from http://ejite.isu.edu/Volume6/Abbitt.pdf
Ahern, L., Feller, J., & Nagle, T. (2016). Social media as a support for learning in universities: an empirical study of Facebook Groups. Journal of Decision Systems, 25(sup1), 35-49. doi: https://doi.org/10.1080/12460125.2016.1187421
Ahmed, Y. A., Ahmad, M. N., Ahmad, N., & Zakaria, N. H. (2018). Social media for knowledge-sharing: A systematic literature review. Telematics and Informatics. doi: https://doi.org/10.1016/j.tele.2018.01.015
Al-Daihani, S., Jumanah, S. A., & Sara, A. A. (2018). Use of social media by social science academics for scholarly communication. Global Knowledge, Memory, and Communication, 67(6), 412-424. doi: https://doi.org/10.1108/GKMC-11-2017-0091
Al-Rahmi, W. M., & Zeki, A. M. (2017). A model of using social media for collaborative learning to enhance learners’ performance on learning. Journal of King Saud University-Computer and Information Sciences, 29(4), 526-535. doi: http://dx.doi.org/10.1016/j.jksuci.2016.09.002
Ali, M., Yaacob, R. A. I. B. R., Endut, M. N. A. A. B., & Langove, N. U. (2016). Strengthening the academic usage of social media: An exploratory study. Journal of King Saud University-Computer and Information Sciences. doi: http://dx.doi.org/10.1016/j.jksuci.2016.10.002
Alqurashi, E., Gokbel, E. N., & Carbonara, D. (2017). Teachers' knowledge of content, pedagogy, and technology integration: A comparative analysis between teachers in Saudi Arabia and the United States. British Journal of Educational Technology, 48(6), 1414-1426. doi: http://dx.doi.org.10.1111/bjet.12514
Archambault, L., & Crippen, K. (2009). Examining TPACK among K-12 online distance educators in the United States. Contemporary Issues in Technology and Teacher Education, 9(1), 71-88. Retrieved from https://www.learntechlib.org/p/29332/
Arquero, J. L., & Esteban, R., (2013). Using social network sites in Higher education: an experience in business studies. Journal of innovations in education and teaching international. doi: 10.1080/14703297.2012.760772.
Bal, E., & Bicen, H. (2017). The purpose of students’ social media use and determining their perspectives on education. Procedia Computer Science, 120, 177-181. doi: https://doi.org/10.1016/j.procs.2017.11.226
Balakrishnan, V., Teoh, K. K., Pourshafie, T., & Liew, T. K. (2017). Social media and their use in learning: A comparative analysis between Australia and Malaysia from the learners' perspectives. Australasian Journal of Educational Technology, 33(1).
Bandura, A. (2001). Social cognitive theory: An agentic perspective. Annual review of psychology, 52(1), 1-26.
Bassell, K. (2010). Social media and the implications for nursing faculty mentoring: A review of the literature. Teaching and Learning in Nursing, 5(4), 143-148. doi: https://doi.org/10.1016/j.teln.2010.07.007
Baturay, M. H., Gökçearslan, S., & Sahin, S. (2017). Associations among teachers' attitudes towards computer-assisted education and TPACK competencies. Informatics in Education, 16(1), 1-23.
Bilici, S. C., Yamak, H., Kavak, N., & Guzey, S. S. (2013). Technological pedagogical content knowledge self-efficacy scale (TPACK-SeS) for pre-service science teachers: Construction, validation, and reliability. Eurasian Journal of Educational Research, (52), 37-60. Retrieved from https://eric.ed.gov/?id=EJ1060363
Bingimlas, K. (2018). Investigating the level of teachers' knowledge in technology, pedagogy, and content (TPACK) in saudiarabia. South African Journal of Education, 38(3), 1-12.
Blonder, R., & Rap, S. (2017). I like Facebook: Exploring Israeli high school chemistry teachers' TPACK and self-efficacy beliefs. Education and Information Technologies, 22(2), 697-724. doi: 10.1007/s10639-015-9384-6
Blonder, R., Jonatan, M., Bar-Dov, Z., Benny, N., Rap, S., & Sakhnini, S. (2013). Can YouTube it? Providing chemistry teachers with technological tools and enhancing their self-efficacy beliefs. Chemistry Education Research and Practice, 14(3), 269-285. doi: 10.1039/C3RP00001J
Buus, L. (2012). Scaffolding teachers integrate social media into a problem-based learning approach? Electronic Journal of e-Learning, 10(1), 13-22. Retrieved from https://files.eric.ed.gov/fulltext/EJ969432.pdf
Callaghan, G., & Fribbance, I. (2016). The use of Facebook to build a community for distance learning students: A case study from the open university. Open Learning, 31(3), 260-272. doi: https://doi.org/10.1080/02680513.2016.1229176
Canbazoglu-Bilici, S., Guzey, S. S., & Yamak, H. (2016). Assessing pre-service science teachers’ technological pedagogical content knowledge (TPACK) through observations and lesson plans. Research in Science & Technological Education, 34(2), 237-251. doi: https://doi.org/10.1080/02635143.2016.1144050
Cansoy, R. (2017). Teachers' Professional Development: The Case of WhatsApp. Journal of Education and Learning, 6(4), 285-293. doi: 10.5539/jel.v6n4p285
Carpenter, J. P., & Krutka, D. G. (2015). Engagement through microblogging: Educator professional development via Twitter. Professional development in education, 41(4), 707-728.
Chai, C.S., Koh, J. H.L., & Tsai, C.C. (2013). A Review of technological pedagogical content knowledge. Educational Technology & Society, 16(2), 31–51. Retrieved from https://www.jstor.org/stable/jeductechsoci.16.2.31
Chuang, H. (2013). A case study of e-tutors’ teaching practice: Does technology drive pedagogy? International Journal of Education in Mathematics, Science and Technology, 1(2), 75- 82. Retrieved from https://files.eric.ed.gov/fulltext/EJ1057552.pdf
Cohen, J. (1992). Quantitative methods in psychology: A power primer. Psychological Bulletin, 112(1), 155-159.
Creswell, J. (2008). Educational research: Planning, conducting and evaluating quantitative and qualitative research (3rd ed.). Upper Saddle River, NJ: Pearson Prentice Hall.
Djenno, M., Insua, G. M., & Pho, A. (2015). From paper to pixels: using Google Forms for collaboration and assessment. Library Hi Tech News, 32(4), 9-13.
Ertmer, P. A. (2005). Teacher pedagogical beliefs: The final frontier in our quest for technology integration?. Educational technology research and development,53(4), 25-39. doi: 10.1007/BF02504683
Eteokleous, N. (2008). Evaluating computer technology integration in a centralized school system. Computers & Education, 51(2), 669-686. doi: https://doi.org/10.1016/j.compedu.2007.07.004
Gall, M. D., Gall, J. P., & Borg, W. (2003). Educational research: An introduction. Boston: Person Education.
Gupta, D. S. (2014). Social media for teachers of English: A hub for professional development. Research Journal of English Language and Literature, 2(2), 34-38.
Handal, B., Campbell, C., Cavanagh, M., Petocz, P., & Kelly, N. (2013). Technological pedagogical content knowledge of secondary mathematics teachers. Contemporary Issues in Technology and Teacher Education, 13(1), 22-40.
Harris J.B., Mishra P., & Koehler M.J. (2007). Teachers’ technological pedagogical content knowledge: curriculum-based technology integration reframed. Journal of Research on Technology in Education, 41, 393–416. doi: https://doi.org/10.1080/15391523.2009.10782536
Hew, K. F., & Brush, T. (2007). Integrating technology into K-12 teaching and learning: Current knowledge gaps and recommendations for future research. Educational technology research and development, 55(3), 223-252. doi: 10.1007/s11423-006-9022-5
Hussain, I., Cakir, O., & Candeger, Ü. (2018). Social media as a learning technology for university students. International Journal of Instruction, 11(2), 281-296. doi: https://doi.org/10.12973/iji.2018.11219a
Inan, F. A., & Lowther, D. L. (2010). Factors affecting technology integration in K-12 classrooms: A path model. Educational Technology Research and Development, 58(2), 137-154.
Kafyulilo, A., Fisser, P., Pieters, J., & Voogt, J. (2015). ICT use in science and mathematics teacher education in Tanzania: Developing technological pedagogical content knowledge. Australasian Journal of Educational Technology, 31(4), 381–394. Retrieved from https://ajet.org.au/index.php/AJET/article/viewFile/1240/1288
Kamulung, P. (2017). Evaluasi Pengintegrasian Teknologi dalam Pembelajaran Sains di SMA Kristen Satya Wacana [Evaluation of Technology Integration in Science Learning at Satya Wacana Christian High School] (Doctoral dissertation, Program Studi Pendidikan Teknologi Informasi dan Komputer FTI-UKSW). Retrieved from http://repository.uksw.edu/handle/123456789/14001
Kaplan, A. M., & Haenlein, M. (2010). Users of the world, unite! The challenges and opportunities of Social Media. Business horizons, 53(1), 59-68.
Kavanoz, S., Yüksel, H. G., & Özcan, E. (2015). Pre-service teachers' self-efficacy perceptions on Web Pedagogical Content Knowledge. Computers & Education, 85, 94-101. doi: https://doi.org/10.1016/j.compedu.2015.02.005
Kaya, Z., Kaya, O. N., & Emre, I. (2013). Adaptation of technological pedagogical content knowledge scale to Turkish. Educational Sciences: Theory and Practice, 13(4), 2367–2377. Retrieved from https://files.eric.ed.gov/fulltext/EJ1016741.pdf
Kazu, I. Y., & Erten, P. (2014). Teachers' technological pedagogical content knowledge self-efficacies. Journal of Education and Training Studies, 2(2), 126-144. doi: http://dx.doi.org/10.11114/jets.v2i2.261
Kivunja, C. (2013). Embedding digital pedagogy in pre-service higher education to better prepare teachers for the digital generation. International Journal of Higher Education, 2(4), 131-142. doi: http://dx.doi.org/10.5430/ijhe.v2n4p131
Koh, J. H. L., Chai, C. S., & Tsai, C. C. (2010). Examining the technological pedagogical content knowledge of Singapore pre‐service teachers with a large‐scale survey. Journal of Computer Assisted Learning, 26(6), 563-573.
Köseoglu, P., & Mercan, G. (2016). The educational use of Facebook as a social networking site in animal physiology classes. World Journal on Educational Technology: Current Issues, 8(3), 258-266. Retrieved from https://files.eric.ed.gov/fulltext/EJ1142257.pdf
Lau, W. W. (2018). Relationships between Pre-service Teachers’ Social Media Usage in Informal Settings and Technological Pedagogical Content Knowledge. EURASIA Journal of Mathematics, Science and Technology Education, 14, 12.
Lee, Y., & Lee, J. (2014). Enhancing pre-service teachers' self-efficacy beliefs for technology integration through lesson planning practice. Computers & Education, 73, 121-128. doi: https://doi.org/10.1016/j.compedu.2014.01.001
Lin, T.-C., Tsai, C.-C., Chai, C. S., & Lee, M.-H. (2013). Identifying science teachers’ perceptions of technological, pedagogical, and content knowledge (TPACK). Journal of Science Education and Technology, 22, 325–336. doi: 10.1007/s10956-012-9396-6
Maeng, J. L., Mulvey, B. K., Smetana, L. K., & Bell, R. L. (2013). Preservice teachers’ TPACK: Using technology to support inquiry instruction. Journal of Science Education and Technology, 22(6), 838-857. doi: 10.1007/s40299-016-0305-2
Mertens, D. M. (2016) Research and Evaluation in Education and Psychology (4thEd.). London: Sage.
Mishra, P., & Koehler, M.J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054. doi: 10.1.1.523.3855
Mnkandla, E., & Minnaar, A. (2017). The use of social media in E-learning: A metasynthesis. International Review of Research in Open and Distributed Learning, 18(5), 227-248. doi: http://dx.doi.org/10.19173/irrodl.v18i5.3014
Mudaly, R., Morgan, K. P., van Laren, L., Singh, S., & Mitchell, C. (2015). Connecting with pre-service teachers' perspectives on the use of digital technologies and social media to teach socially relevant science. Perspectives in Education, 33(4), 23-41.
Owusu-Ansah, C. M., Gontshi, V., Mutibwa, L., & Ukwuoma, S. (2015). Applications of social media and web 2.0 for research support in selected African academic institutions. Journal of Balkan Libraries Union, 3(1), 30-39.
Ozden, S. Y., Mouza, C., & Shinas, V. H. (2016). Teaching knowledge with curriculum-based technology: Development of a survey instrument for pre-service teachers. Journal of Technology and Teacher Education, 24(4), 471-499. Retrieved from https://www.learntechlib.org/p/172178/
Pamuk, S., Ergun, M., Cakir, R., Yilmaz, H. B., & Ayas, C. (2015). Exploring relationships among TPACK components and development of the TPACK instrument. Education and Information Technologies, 20(2), 241–263. doi: 10.1007/s10639-013-9278-4
Pitiporntapin, S., & Lankford, D. M. (2015). Using social media to promote pre-service science teachers' practices of socio-scientific issue (SSI) - based teaching.Asia - Pacific Forum on Science Learning and Teaching, 16(2), 1-28.
Robson, C., & McCartan, K. (2016). Real world research. New York: John Wiley & Sons.
Rosen, L. D., Whaling, K., Carrier, L. M., Cheever, N. A., & Rokkum, J. (2013). The media and technology usage and attitudes scale: An empirical investigation. Computers in human behavior, 29(6), 2501-2511.
Sahin, I., Celik, I., Akturk, A. O., & Aydin, M. (2013). Analysis of relationships between technological pedagogical content knowledge and educational internet use. Journal of Digital Learning in Teacher Education, 29(4), 110-117. Retrieved from https://files.eric.ed.gov/fulltext/EJ1010761.pdf
Schmidt, D. A., Baran, E., Thompson, A. D., Mishra, P., Koehler, M. J., & Shin, T. S. (2009). Technological pedagogical content knowledge (TPACK): The development and validation of an assessment instrument for preservice teachers. Journal of Research on Technology in Education, 42(2), 123-149. doi: https://doi.org/10.1080/15391523.2009.10782544
Semiz, K., & Ince, M. L. (2012). Pre-service physical education teachers' technological pedagogical content knowledge, technology integration self-efficacy and instructional technology outcome expectations. Australasian Journal of Educational Technology, 28(7), 1248-1265.
Setiawan, H., Phillipson, S., & Isnaeni, W. (2019). Current trends in TPACK research in science education: a systematic review of literature from 2011 to 2017. Journal of Physics: Conference Series, 1317 (1), p. 012213. doi: 10.1088/1742-6596/1317/1/012213
Shirky, C. (2011). The political power of social media: Technology, the public sphere, and political change. Foreign affairs, 28-41. Retrieved from http://www.jstor.org/stable/25800379
Smeets, E. (2005). Does ICT contribute to powerful learning environments in primary education?. Computers & Education, 44(3), 343-355. doi: 10.1016/j.compedu.2004.04.003
Styaningrum, A. (2016). Analisis Hambatan Guru dalam Pengintegrasian Teknologi di SMPN 1 Grabag [Analysis of Teacher Obstacles in Technology Integration at Middle School Grabag 1] (Doctoral dissertation, Program Studi Pendidikan Teknologi Informasi dan Komunikasi FTI-UKSW). Retrieved from http://repository.uksw.edu/handle/123456789/10781
Sumintono, B., Wibowo, S. A., Mislan, N., & Tiawa, D. H. (2012). Penggunaan Teknologi Informasi dan Komunikasi Dalam Pengajaran: Survei Pada Guru-Guru Sains SMP di Indonesia. Jurnal Pengajaran MIPA, 17(1), 122-131. doi: http://dx.doi.org/10.18269/jpmipa.v17i1.251
Tomte, C., & Hatlevik, O. E. (2011). Gender-differences in self-efficacy ICT related to various ICT-user profiles in Finland and Norway. How do self-efficacy, gender and ICT-user profiles relate to findings from PISA 2006. Computers & Education, 57(1), 1416-1424. doi: http://dx.doi.org.ezproxy.lib.monash.edu.au/10.1016/j.compedu.2010.12.011
Uzun N., Ekici, G., & Saglam, N. (2010). A study on the primary school secondary level students’ self-efficacy perception of their computer competence. Kastamonu Education Journal, 18(3), 775–788.
Wheeler, S., Yeomans, P., & Wheeler, D. (2008). The good, the bad and the wiki: Evaluating student‐generated content for collaborative learning. British journal of educational technology, 39(6), 987-995. doi: https://doi.org/10.1111/j.1467-8535.2007.00799.x
DOI: https://doi.org/10.17509/jsl.v3i2.22242
Refbacks
- There are currently no refbacks.
Copyright (c) 2020 Heru Setiawan, Shane Phillipson
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Jl. Dr. Setiabudhi 229 Bandung 40154, West Java, Indonesia