The EFL pre-service teachers' experiences and challenges in designing teaching materials using TPACK framework

Syamdianita Syamdianita, Bambang Yudi Cahyono

Abstract


This study aimed to explore the EFL (English as a Foreign Language) pre-service teachers’ experiences in designing and implementing teaching materials by using the Technological Pedagogical Content Knowledge (TPACK) framework through the Learning by Design (LBD) approach. It also identified the challenges faced by the pre-service teachers in designing and implementing the teaching materials. This study involved EFL pre-service teachers in the Province of East Kalimantan, Indonesia. Semi-structured interviews and document analysis were used to gather data needed to accomplish the research objectives. The results of the study showed that the LBD approach was found to be beneficial for the pre-service teachers in designing and implementing teaching materials by using the TPACK framework. The LBD approach helped the pre-service teachers in combining the technological tools and applications with teaching. The EFL pre-service teachers believed that the process that they experienced, enabled them to have a positive change in designing the teaching materials. However, some challenges were still faced by the EFL pre-service teachers in designing and implementing the teaching materials. These included the EFL pre-service teachers’ low level of computer skill, their lack of proficiency in content knowledge, and the availability of media. Moreover, the challenges they faced did not make them afraid of having more experience in LBD activities to promote their abilities in designing teaching materials and in teaching using the materials. 


Keywords


challenges; EFL pre-service teachers; experiences; LBD approach; TPACK

Full Text:

PDF

References


Adam, A. S. (2017). A framework for seeking the connections between technology, pedagogy, and culture: A study in the Maldives. Journal of Open, Flexible and Distance Learning, 21(1), 35-51.

Allan, W. C., Erickson, J. L., Brookhouse, P., & Johnson, J. L. (2010). Teacher professional development through a collaborative curriculum project: An example of TPACK in Maine. Tech Trends, 54, 36-43. https://doi.org/10.1007/s11528-010-0452-x

Angeli, C., & Valanides, N. (2009). Epistemological and methodological issues for the conceptualization, development, and assessment of ICT-TPCK: Advances in technological pedagogical content knowledge (TPCK). Computers & Education, 52(1), 154-168. https://doi.org/10.1016/j.compedu.2008.07.006

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.

Asad, M. M., Hussain, N., Wadho, M., Khand, Z. H., & Churi, P. P. (2020). Integration of e-learning technologies for interactive teaching and learning process: An empirical study on higher education institutes of Pakistan. Journal of Applied Research in Higher Education. https://doi.org/10.1108/JARHE-04-2020-0103

Baser, D., Kopcha, T. J., & Ozden, M. Y. (2015). Developing a technological pedagogical content knowledge (TPACK) assessment for preservice teachers learning to teach English as a foreign language. Computer Assisted Language Learning. 29(4), 749-764. https://doi.org/10.1080/09588221.2015.1047456

Baytak, A., Tarman, B., & Ayas, C. (2011). Experiencing technology integration in education: children’s perceptions. International Electronic Journal of Elementary Education, 3(2), 139-151.

Bekleyen, N., & Hayta, F. (2015). Language learning in new era: Do mobile phones help? In A. Akbarov (Ed.). The practice of foreign language teaching: Theories and applications (pp. 434-445). Cambridge Scholars Publishing.

Cahyono, B. Y., Kurnianti, O. D., & Kusumaningrum, I. (2016). Indonesian EFL teachers’ application of TPACK in in-service education teaching practices. International Journal of English Language Teaching, 4(5), 16-30.

Chai, C. S., Koh, J. H. L., & Tsai, C.-C. (2010). Facilitating pre-service teachers’ development of technological, pedagogical, and content knowledge (TPACK). Journal of Educational Technology and Society, 13(4), 63-73.

Chai, C. S., Chin, C. K., Koh, J. H. L., & Tan, C. L. (2013). Exploring Singaporean Chinese language teachers’ technological pedagogical content knowledge and its relationship to the teachers’ pedagogical beliefs. Asia-Pacific Educational Research, 22, 657-666. https://doi.org/10.1007/s40299-013-0071-3

Clifford, P., Friesen, S., & Lock, J. (2004). Coming to teaching in the 21st century: A research study conducted by the Galileo Educational Network. http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.616.948&rep=rep1&type=pdf

Costley, K. C. (2014). The positive effects of technology on teaching and student learning. https://files.eric.ed.gov/fulltext/ED554557.pdf

Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of Information Technology. MIS Quarterly, 13(3), 319-340. https://doi.org/10.2307/249008

Debreli, E. (2016). Pre-service teachers’ belief change and practical knowledge development during the course of practicum. Journal of Education and Training Studies, 4(7), 37-46. https://doi.org/10.11114/jets.v4i7.1513

Ghavifekr, S. & Rosdy, W. A. W. (2015). Teaching and learning with technology: Effectiveness of ICT integration in schools. International Journal of Research in Education and Science, 1(2), 175-191.

Graham, C. R., Borup, J., & Smith, N. B. (2012). Using TPACK as a framework to understand teacher candidates’ technology integration decisions. Journal of Computer Assisted Learning, 28(6), 530-546. https://doi.org/10.1111/j.1365-2729.2011.00472.x

Guerrero, S. (2010). Technological pedagogical content knowledge in the mathematics classroom. Journal of Computing in Teacher Education, 26(4), 132-139.

Han, S., & Bhattacharya, K. (2001). Constructionism, learning by design, and project-based learning. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology (pp. 127-141). The Global Text Project.

Harris, J. B., & Hofer, M. J. (2011). Technological pedagogical content knowledge (TPACK) in action: A descriptive study of secondary teachers’ curriculum-based technology related instructional planning. Journal of Research on Technology in Education, 43(3), 211-229. https://doi.org/10.1080/15391523.2011.10782570

Jang, S. -J., & Tsai, M. -F. (2013). Exploring the TPACK of Taiwanese secondary school science teachers using a new contextualized TPACK model. Australian Journal of Education Technology, 29(4), 566-580. https://doi.org/10.14742/ajet.282

Jimoyiannis, A. (2010). Designing and implementing an integrated technological pedagogical science knowledge framework for science teachers’ professional development. Computers & Education, 55(3), 1259-1269. https://doi.org/10.1016/j.compedu.2010.05.022

Koehler, M. J., & Mishra, P. (2005). What happens when teachers design educational technology? The development of technological pedagogical content knowledge. Journal of Educational Computing Research, 32(2), 131-152. https://doi.org/10.2190/0EW7-01WB-BKHL-QDYV

Koehler, M. J., Mishra, P., & Yahya, K. (2007). Tracing the development of teacher knowledge in a design seminar: Integrating content, pedagogy and technology. Computers & Education, 49(3), 740-762. https://doi.org/10.1016/j.compedu.2005.11.012

Kohen, Z., & Kramarski, B. (2012). Developing a TPCK-SRL assessment scheme for conceptually advancing technology in education. Studies in Educational Evaluation, 38(1), 1-8. https://doi.org/10.1016/j.stueduc.2012.03.001

Kolodner, J. L., Camp, P. J., Crismond, D., Fasse, B., Gray, J., Holbrook, J., Puntambekar, S., & Ryan, M. (2003). Problem-based learning meets cased-based reasoning in the middle-school science classroom: Putting a student-centered learning by Design™ curriculum into practice. The Journal of the Learning Sciences, 12(4), 495-547. https://doi.org/10.1207/S15327809JLS1204_2

Kranthi, K. (2017). Technology enhanced language learning (TELL). International Journal of Business and Management Invention, 6(2), 30-33.

Lu, L., Johnson, L., Tolley, L. M., Cook, T. G., & Lei, J. (2011). Learning by design: TPACK in action technology integration preparation for preservice teachers. In C. D. Maddux, D. Gibson, B. Dodge, M. J. Koehler, P. Mishra, & C. Owens Eds.), Research highlights in technology and teacher education 2011 (pp. 47-54). Society for Information Technology and Teacher Education.

Mahdum. (2015). Technological pedagogical and content knowledge (TPACK) of English teachers in Pekanbaru, Riau, Indonesia. Mediterranean Journal of Social Sciences, 6(5), 168-176. https://doi.org/10.5901/mjss.2015.v6n5s1p168

Mayer, E. R. (2014). Introduction to multimedia learning. In R. E. Mayer (Ed.), The Cambridge handbook of multimedia learning (2nd ed.) (pp. 1-26). Cambridge University Press.

Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for integrating technology in teacher knowledge. Teachers College Record, 108(6), 1017-1054.

Morrison, G. R., & Lowther D. L. (2010). Integrating computer technology into the classroom: Skills for the 21st century (4th ed.). Pearson Education, Inc.

Niess, M. L. (2013). Central component descriptors for levels of technological pedagogical content knowledge. Journal of Educational Computing Research, 48(2), 173-198. https://doi.org/10.2190/EC.48.2.d

Pamuk, S. (2011). Understanding pre-service teachers’ technology use through TPACK framework. Journal of Computer Assisted Learning, 28(5), 425-439. https://doi.org/10.1111/j.1365-2729.2011.00447.x

Polly, D. (2014). Deepening pre-service teachers’ knowledge of technology, pedagogy, and content (TPACK) in an elementary school mathematics methods course. Journal of Computers in Mathematics and Science Teaching, 33(2), 233–250.

Polly, D., Byker, E. J., Putman, S. M., & Handler, L. K. (2020). Preparing elementary education teacher candidates to teach with technology: The role of modelling. Journal of Digital Learning in Teacher Education, 36(4), 250-265. https://doi.org/10.1080/21532974.2020.1795953

Polly, D., & Mims, C. (2009). Designing professional development to support teachers’ TPACK and integration of Web 2.0 technologies. In T. Kidd & I. Chen (Eds.), Wired for learning: Web 2.0 guide for educators (pp. 301–316). Information Age Publishing.

Rice, M. P., Johnson, D., Ezell, B., & Pierczynski-Ward, M. (2008). Preservice teachers’ guide for learner‐centered technology integration into instruction. Interactive Technology and Smart Education, 5(2), 103-112. https://doi.org/10.1108/17415650810880763

Saban, A., & Çoklar, A. N. (2013). Pre-service teachers’ opinions about the microteaching method in teaching practice classes. TOJET: The Turkish Online Journal of Educational Technology, 12(2), 234-240.

Sahardin, R., Heriansyah, H., & Yuniarti, A. (2020). The obstacles faced by EFL students in the microteaching course. International Journal of Language Studies, 14(4), 39-50.

Sari, Y. R., & Sumardi. (2020). Reflection as a way to grapple TPACK complexity for EFL teachers. Budapest International Research and Critics in Linguistics and Education, 3(2), 894-903. https://doi.org/10.33258/birle.v3i2.981

Shadiev, R. & Yang, M. (2020). Review of studies on technology-enhanced language learning and teaching. Sustainability, 12(2), 524-545. http://dx.doi.org/10.3390/su12020524

Shamburg, C. (2008). English language arts units for grades 9-12. International Society for Technology in Education.

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. https://doi.org/10.1080/15391523.2009.10782544

Shin, T., Koehler, M., Mishra, P., Schmidt, D., Baran, E. & Thompson, A. (2009). Changing technological pedagogical content knowledge (TPACK) through course experiences [Paper presentation]. Proceedings of SITE 2009--Society for Information Technology & Teacher Education International Conference, Charleston, SC, USA.

Smith, G. G., Li, M., Drobisz, J., Park, H.-R., & Kim, D. (2013). Play games or study? Computer games in eBooks to learn English vocabulary. Computers & Education, 69, 274-286. https://doi.org/10.1016/j.compedu.2013.07.015

Tai, S. D. (2015). From TPACK-in-action workshops to classrooms: Call competency developed and integrated. Language Learning & Technology, 19(1), 139–164.

Tseng, J. -J. (2014). Investigating EFL teachers’ technological pedagogical content knowledge: Students’ perceptions [Paper presentation]. Proceedings of the 2014 EUROCALL Conference, Groningen, Netherlands. https://doi.org/10.14705/rpnet.2014.000249

Yoon, H., & Jo, J. W. (2014). Direct and indirect access to corpora: An exploratory case study comparing students’ error correction and learning strategy use in L2 writing. Language Learning & Technology, 18(1), 96-117.




DOI: https://doi.org/10.24815/siele.v8i2.19202

Refbacks

  • There are currently no refbacks.


Print ISSN: 2355-2794, Online ISSN: 2461-0275

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