A Review Correlations between TPACK of Teacher towards Learning and Innovation Skills of Students

Abstract

The objectives of this research are to review the correlation of technological pedagogical and content knowledge (TPACK) which consisting of technology knowledge indicators, pedagogy knowledge, and content knowledge toward the learning and innovation skills of students which consisting of indicators of critical thinking, communication, collaboration and creativity. This research is a literature research by reviewing primary and secondary data sources. Data variable sources are 30 articles from the range of 2012 – 2021. The findings of the research showed that TPACK can affect the learning and innovation skills of students. The findings of this research can be used as a reference for future research.

College Students' Learning Performance, Teaching Skills, and Teaching Innovation in Intercultural Communication Class: Evidence Based on Experiential Learning Theory

“…However, on the other hand, it is the responsibility of the teachers to invite the new ideas and implement them in the teaching method for the students because different students have different learning abilities and they are from different backgrounds. The critical responsibility of the students is to respond to the guidelines of the teachers and determine their weaknesses to convert the weakness into a strength to motivate themselves for improving their critical learning ability that would affect their performance (Widanta et al, 2019 ; Sulistyarini et al, 2022 ). Importantly, the students are not provided with an effective learning method and are less adaptive for the improvement of their critical skill; in this regard, the new and innovative teaching method is useless for them to be introduced because they are not motivated to integrate with this all methods of innovative teaching.…”

Understanding Motivation, Career Planning, and Socio-Cultural Adaptation Difficulties as Determinants of Higher Education Institution Choice Decision by International Students in the Post-pandemic Era

“…It is hard for the international students to survive in the international institute because, in such kinds of institutes, different cultural and social dimensions challenge the ethical norms, and it is not easy to integrate with the student of other cultures ( Ghasemian Safaei and Farajzadegan, 2012 ; Liu et al, 2021 ; Zhong et al, 2021 ; Sulistyarini et al, 2022 ). As such, integration might demand multi-level (i.e., psychological and social adaptation) accommodation ( Berry, 2005 ); therefore, it would be fitting to expect that international students would have to go through a challenging, life-changing encounter.…”

“…Besides, it is also essential to consider that international students in American institutes are not treated well because of socio-cultural evil that disturbs the educational process across institutes ( McGettigan and McKendree, 2015 ; Odinokaya et al, 2019 ; Sormunen et al, 2020 ; Zhong et al, 2021 ). Similarly, in Canada, students from different countries are getting an education; however, the cultural variation and different social backgrounds are hurdles in developing their personalities, with no counter strategies available for the issue at hand ( Hadziabdic et al, 2016 ; Zhong et al, 2021 ; Sulistyarini et al, 2022 ). Likewise, it is critical to understand that it is not easy for people to accept others from different cultural backgrounds.…”

“…Further, people from different cultural backgrounds seek education from international institutes and become more concerned about the host country’s culture and political system, contributing a lot to their personality development and learning ( Elumalai et al, 2021 ; Prewett and Whitney, 2021 ; Zhong et al, 2021 ). In this regard, it is not only the responsibility of the people of the host country to value and respect the international students but also the responsibility of the people who are getting admission to the international institutes to value the innovative learning practices, culture, and the social-economic system of the host country ( Al-Jubari, 2019 ; Sulistyarini et al, 2022 ), while failure to adjust to the technology-based creative atmosphere can be subjected to the apparent disconnect between students’ culture, host institutes’ culture, and their leadership. Therefore, it is believed that the host nations’ mutual trust and mutual respect, and academic and national cultural values of each other help develop better harmony among locals and international students.…”

Development of Tpack for Elementary School Teachers in Using Canva Application

“…The application of TPACK cannot be separated from the use of technology that can encourage collaboration and communication between students to solve problems given by the teacher (Sulistyarini et al, 2015). (Sulistyarini et al, 2022).. Some applications that can currently be developed to meet the needs of teachers and students in the TPACK-integrated learning process are Canva.…”