Examining The Impact of Social Science Teachers’ Technological Pedagogical Content Knowledge (TPACK) on Acceptance of Online Teaching and Learning

AL-HAYAT Journal of Islamic Education, Journal Year: 2024, Volume and Issue: 8(1), P. 323 - 323

Published: Feb. 3, 2024

This research examines junior high school social studies teachers' technology pedagogy content knowledge (TPACK) and how this influences acceptance of in online teaching learning. In study, the quantity approach was applied, while type is descriptive explanatory. A total 875 science teachers were surveyed East Java Province. Structural Equation Modelling (SEM) with AMOS version 20 software used during data analysis. Perceived utility (PU) perceived ease use (PEU) are highly impacted by TPACK. Moreover, PEU substantially affects PU, which has been demonstrated to impact behavioural intention (BIU) an attitude toward (ATU) significantly. As a result, TPACK essential adopting learning, its PU crucial instructors' attitudes regarding continuous it. It possible that characteristics sample do not accurately reflect Indonesian educators. Research on potential effects additional variables, like self-efficacy or teacher performance, would be interesting. The integration TAM examined study generate conceptual framework based empirical data.

Language: Английский

Innovative Strategies for TPACK Development in Pre-Service English Teacher Education in the 21st Century: A Systematic Review

Forum for Linguistic Studies, Journal Year: 2024, Volume and Issue: 6(6), P. 274 - 294

Published: Dec. 7, 2024

In today’s rapidly evolving educational landscape, integrating technology into language instruction is crucial for preparing pre-service English teachers to meet 21st-century learning demands. This systematic review explores the development of Technological Pedagogical Content Knowledge (TPACK) in teacher education, emphasizing its role enhancing teaching competence and promoting sustainable practices. Following PRISMA guidelines, studies were sourced from five major databases: Web Science, Scopus, ERIC, ScienceDirect, ProQuest, covering literature published 2015 2024. The screening process involved predefined inclusion exclusion criteria, including timeline, type, peer review, language. After comprehensive screening, 27 empirical included meta-analysis thematically analyzed using NVivo 12 software. evaluates traditional emerging TPACK methods, focusing on instructional design frameworks like ADDIE model advanced digital tools. Findings highlight increasing significance AI-driven technologies tools content creation, management, collaboration, essential components modern environments. Nonetheless, challenges persist, limited technical skills, resource shortages, inadequate training. study also acknowledges limitations related time frame, restrictions, database choices, which may affect generalizability. advocates focused professional stronger integration technologies, particularly AI. It suggests creating tailored theoretical models align with global standards. Future research should examine how these can enhance education programs, supporting a landscape.

Language: Английский