Evaluation of learning process: Knowledge of ICT integration among pre-service English language teachers

Abstract

This research aims at investigating the knowledge of ICT integration among the students of English Language Education Study Program at a particular university in Yogyakarta. By employing the quantitative method, this ex-post facto research involved 70 English Department students who had taken microteaching as respondents in a survey to gather the data using a questionnaire. The questionnaire was taken from the model developed by one of the researchers based on the TPACK framework. There are five domains in the questionnaire. Four domains measure TPACK perceptions: Technological Knowledge (TK), Technological Content Knowledge (TCK), Technological Pedagogical Knowledge (TPK), and Technological Pedagogical Content Knowledge (TPACK). One domain measures the pre-service teachers’ perceptions on their ICT-related learning experiences. Demographic questions are included to identify the characteristics of the respondents in order to understand gender differences or relationships between teachers who have access to technologies at home and those who do not. The closed-ended questions applied a five-point Likert-type scale ranging from 1=strongly disagree to 5=strongly agree. Correspondingly, it contains 1 open-ended questions in the TPACK domain. Descriptive analysis and MANOVA were conducted for the quantitative data analysis. The result of this study showed that the pre-service students possess a high self-confidence in the application of TK (Technological Knowledge), TPK (Technological Pedagogical Knowledge), and TCK (Technological Content Knowledge). However, their TPACK appears to need further development. The results from MANOVA showed that the pre-service teachers’ related learning experiences significantly differed by the students’ gender, with male students reporting more experiences than female students.

Learning Experiences and Perceived Competencies to Integrate Instructional Technology among Pre-service Teacher Trainees at Busitema University

“…On the contrary, Ciptaningrum et al (2021) revealed that the pre-service English language teachers at a university in Yogyakarta, Indonesia had good skills in technology-related domains but fair skills in the interplay of TPACK. The findings by Ciptaningrum et al (2021) are consistent with those of Bilici et al (2016) and Koehler et al (2014) that teachers need to possess technology, TPACK to effectively integrate technology in their classrooms. Some literature shows that though pre-service teacher trainees acquire some technology skills in teacher education, many of them face challenges in planning technology-driven lessons and teaching with technology during school practice (Kisalama & Kafyulilo, 2012;Mandera, 2018;Ramazanova et al, 2021;Jita, 2018;Wetzel et al, 2014).…”

“…Other studies have revealed that although the teaching of educational technology majorly focuses on developing pre-service teacher trainees' technology skills, the majority of them have lower mean scores in the knowledge domains related to technology, which limits their teaching using technology (Kisalama & Kafyulilo, 2012;Pozas & Letzel, 2021;Jita, 2017). On the contrary, Ciptaningrum et al (2021) revealed that the pre-service English language teachers at a university in Yogyakarta, Indonesia had good skills in technology-related domains but fair skills in the interplay of TPACK. The findings by Ciptaningrum et al (2021) are consistent with those of Bilici et al (2016) and Koehler et al (2014) that teachers need to possess technology, TPACK to effectively integrate technology in their classrooms.…”