Impact of ICT integration on the development of vocational high school teacher TPACK in the digital age 4.0.

Abstract

To investigate the impact of the integration of information and communication technology (ICT) on the development of the Technological Pedagogical Content Knowledge (TPACK) framework for Vocational High School teachers in the Digital Era 4.0, this research will look at the integration of ICT. The evaluation of the Online Learning Implementation Plan (RPP) of the Computer and Network Engineering Department in the even semester of the 2020/2021 academic year revealed the impact of ICT on instructors' TPACK. The research design that was used was a qualitative case study. The study included 20 teacher participants from Private Vocational Schools who were majoring in Computer and Network Engineering in order to explore the influence of ICT adoption on their classrooms. Findings from this study reveal that integrating ICT into the TPACK framework, as measured by this research project, has a positive impact on teachers. Teachers are capable of resolving issues that arise during online learning activities and providing learning assessment values that are appropriate for their students' skills and learning performance. Schools must provide more effective and professionally targeted ICT support and training in order to improve teacher competence in order to educate vocational students for a digital future, as a result of these consequences. Considering the demands for the integration of ICT into the design of educational curricula in order to develop the TPACK abilities of teachers in the face of the digital revolution is something that the government can consider. Keywords: vocational, ICT, TPACK, secondary school, engineering, educational curricula.

Eğitimde Bilgi İletişim Teknolojilerinin Kullanımı: Sınıf Öğretmenlerinin Görüşlerinin İncelenmesi (Bir Karma Yöntem Araştırması)

“…When the qualitative and quantitative findings are combined and interpreted together, it is seen that teachers believe that using information and communication technologies in education has the most important positive effects on entertaining and motivating aspects. Similar to the results obtained in this study, many studies in the literature concluded that teachers have positive views toward using ICT in education (Becker, 2001;Carnoy, 2004;Eng, 2005;Fernández-Gutiérrez, Gimenez & Calero, 2020;Gök, Turan & Oyman, 2011;Gömleksiz & Pullu, 2017;Istiningsih, 2022;Livingstone, 2012;Milliken & Barnes, 2002;Olaore, 2014;Voogt et al, 2013).…”

Exploration the skills of teachers: Implementation technological pedagogical content knowledge

“…TCK, skills and knowledge of digital technology and knowledge of the field of study or learning materials; TPK, skills and knowledge of digital technology and knowledge of learning processes and strategies; and TPCK, skills and knowledge of digital technology, knowledge of learning processes and strategies and knowledge of the field of study or learning materials. Istiningsih (2020) stated that by training TPACK to teachers, it will have a positive impact on teachers, namely teachers are able to solve problems that arise during online learning activities, provide authentic assessments in learning, improve teacher skills can using technology in the 21st century, where the use of TPACK has nothing to do with gender differences (Cahyani et al, 2021;Istiningsih, 2022;Septiyanti, et al, 2020;Tashbolatovna et al, 2022). This finding is also supported by several research results, namely science teachers have a skill level in applying TPACK in teaching science, improving the quality of teaching in the classroom, increasing HOTs, increasing scientific literacy students, creating an effective, fun, interesting and creative learning environment (Dais et al, 2020;Dinara et al, 2022;Ella, 2019;Hartati et al, 2019;Joseline et al, 2021;Leni et al, 2021;Sarjoni et al, 2019).…”

Utilization of university E-learning assisted social media in learning contemporary Indonesian literature

“…Students who are close to the problems of the community will not feel alienated from the environment and they will be able to contribute to problem-solving. This thought is also highly relevant to the characteristics of TPACK, one of which is the material must be authentic (Istiningsih, 2022). ( 2) Students need to respond to the development of online (contemporary) literary media not just printed literature.…”

“…Students who are familiar with social media use it as a learning resource or a form of technological and social adaptation amid the panic caused by the COVID-19 pandemic. This information technology adaptation is of high importance for students to support their learning success (Shulga et al, 2021) and to educate students to be strong people in the field of technology and pedagogy with TPACK principles (Istiningsih, 2022). Moreover, online learning has provided benefits to students, such as a sense of comfort, responsibility, respect for others and awareness of values (Meruyert, 2022).…”

“…Emergent remote teaching was chosen in a state of crisis (Barbour et al, 2020;Shulga et al, 2021) because lecturers and students had not been supported by online learning systems, including learning management system (LMS), Internet or effective online learning platforms. In this context, students who came from various regions (provinces) in Indonesia had different geographical areas and the signal state became the main problem for conducting online learning (Istiningsih, 2022). Therefore, learning at Universitas Pendidikan Ganesha, especially in the Indonesian Language and Literature Education study programme in a contemporary literature course in 2019 was only conducted asynchronously, which was through social media and WhatsApp.…”