Development of a Technology Integrated Intervention in Tertiary Education

Kriek, Jeanne; Coetzee, Annaretha

doi:10.33225/jbse/16.15.712

Cited by 8 publications

(3 citation statements)

References 10 publications

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“…Bagaimana penggambaran mengenai korelasi keduanya dijabarkan sebagai berikut: (1) substitution dan augmentation berhubungan dengan technology knowledge dan (2) modification dan redefinition berhubungan dengan content knowledge, technology knowledge dan gabungan antara keduanya yaitu technological content knowledge. Dengan demikian, pengetahuan konten dan teknologi saling terhubung, seperti yang diilustrasikan pada model modifikasi antara SAMR dan TPACK (Kriek et al, 2016).…”

Section: Model Samr Berfokus Pada Produk Atau Proses?unclassified

Peningkatan model SAMR serta penerapannya untuk pembelajaran online yang mendalam

Alfiana

2021

jitp

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Pelaksanaan e-learning menjadi desakan solusi untuk dapat menyampaikan pembelajaran di tengah pandemi. Pelaksanaan e-learning sangat mengandalkan pemanfaatan teknologi. Hal ini menjadi tantangan baru karena ketidaksiapan pendidik karena keterbatasan literasi digital dan sulitnya menentukan teknologi yang akan digunakan dalam pembelajaran. Untuk mengatasi permasalahan tersebut, penerapan model SAMR (Substitution, Augmentation, Modification, Redefinition) menjadi sebuah solusi. Model SAMR banyak diterapkan oleh praktisi pendidikan karena jelas, sederhana, dan mudah diadaptasi. Namun, model SAMR memiliki tiga kritik untuk peningkatan. Penelitian ini merupakan penelitian literature review yang menggunakan metode PRISMA systematic review. Kajian pada penelitian ini menjawab tantangan perbaikan pada penerapan model SAMR dalam pembelajaran dan mengkaji kesesuaian model SAMR untuk diterapkan pada e-learning yang syarat akan pemanfaatan teknologi dan bagaimana mewujudkan e-learning yang mendalam.SAMR model improvement challenge and application for deeper online learningAbstractE-learning becomes an urgent solution to be able to deliver learning in the midst of a pandemic. The implementation of e-learning relies heavily on technology integration. This is a new challenge for educators due to the unpreparedness, the limitations of digital literacy, and the difficulty in determining the appropriate technology in e-learning. In order to overcome these problems, the application of the SAMR model (Substitution, Augmentation, Modification, Redefinition) is one of the solutions. Education practitioners have widely applied the SAMR model because of its clarity, simplicity, easiness, and adaptability. However, the SAMR model has three drawbacks that can be improved. This study answers the challenge in improving the application of the SAMR model in learning and assessing the suitability of the SAMR model applied to e-learning which requires technology.

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Section: Model Samr Berfokus Pada Produk Atau Proses?unclassified

Peningkatan model SAMR serta penerapannya untuk pembelajaran online yang mendalam

Alfiana

2021

jitp

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“…However, to enhance the quality of student achievement, teachers need to use the technology effectively, but it is not easy (Khine et al, 2017). The inclusion of technology in the classroom not only requires careful planning but includes the identification of suitable technology to enable learning (Kriek & Coetzee, 2016). The choice of suitable technology and how it is implemented is significant to facilitate understanding.…”

Section: Introductionmentioning

confidence: 99%

Exploring Physics Teachers’ Technological, Pedagogical and Content Knowledge and Their Learners’ Achievement in Electricity

Kotoka

Kriek

2023

JBSE

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The technological, pedagogical and content knowledge (TPACK) framework was developed incorporating content, pedagogical and technological knowledge. Studies used TPACK constructs and reported on teachers’ TPACK and student learning, but none explored the correlation between teachers’ TPACK and the achievement of their learners. This research followed an exploratory correlational research design involving 1423 Grade 11 learners and their 42 Physics teachers in a South African district after electricity was taught. A self-report questionnaire may not truly measure teachers’ TPACK, therefore, learners’ perceptions of their teachers’ use of technology were explored. The correlation between the Physics teachers’ TPACK and the achievement of their learners in electricity was established. Four validated research instruments were used, namely, the Learner Electricity Achievement Test (LEAT), the Learner Confirmatory Questionnaire (LCQ), the Teachers’ Technological, Pedagogical and Content Knowledge Questionnaire (T-TPACKQ) and the Learners’ Confirmation of the Teachers’ Technological, Pedagogical and Content Knowledge Questionnaire (LC-T-TPACKQ). Findings indicate a statistically significant difference between teachers’ views of their TPACK and the views of their learners. The correlation between teachers’ TPACK and the achievement of their learners was not statistically significant. These results can influence the professional development of teachers in respect of the use of technology in teaching. Keywords: electricity teaching, student achievement, learner views, technological pedagogical and content knowledge (TPACK), teacher views

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“…The SAMR model, in its function as a framework for designing learning (Howlett et al, 2019), is used in designing learning activities (Djiwandono, 2020) and evaluating student learning (Castro, 2018). Various disciplines use the SAMR model to design learning, both in the field of language learning (Azama, 2015;Lievens, 2018) and in other fields (Kriek et al, 2016;Nakapan, 2016;Zhai et al, 2019). In learning English, the SAMR model is also used to design learning (Harmandaoğlu Baz et al, 2018;Indratno, 2017;Jati, 2018) and evaluate the achievement of students' English skills (Lobo & Jiménez, 2017;Shouman & Momdjian, 2019).…”

Section: Introductionmentioning

confidence: 99%

The Application of Samr Model and Self-Efficacy on Critical Thinking and Procedural Knowledge

Alfiana,

Karyono,

Gunawan

2022

LLT Journal

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The use of e-learning presents new challenges for students in terms of improving their critical thinking skills and procedural knowledge in grammar learning. As a result, lecturers need a specific framework while creating an e-learning course. The application of SAMR model is a solution. One of the most dominant traits among students is and self-efficacy. The level of student self-efficacy was controlled in this study to measure the effect of using the SAMR model. This study uses a quasi-experimental design with a factorial design. This study involved 152 students in the experimental and control groups. The research analysis technique was tested using MANOVA. The results and conclusions show that: (1) the SAMR model has a significant effect on students' critical thinking skills and procedural knowledge; (2) self-efficacy significantly affects students' critical thinking skills and procedural knowledge; and (3) a combination of learning models and self-efficacy has a significant effect on procedural knowledge, but does not significantly affect critical thinking skills. This study contributes and improves the quality of e-learning implementation techniques, particularly in the area of English learning.

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Development of a Technology Integrated Intervention in Tertiary Education

Cited by 8 publications

References 10 publications

Peningkatan model SAMR serta penerapannya untuk pembelajaran online yang mendalam

Peningkatan model SAMR serta penerapannya untuk pembelajaran online yang mendalam

Exploring Physics Teachers’ Technological, Pedagogical and Content Knowledge and Their Learners’ Achievement in Electricity

The Application of Samr Model and Self-Efficacy on Critical Thinking and Procedural Knowledge

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