TPACK-integrated Worked Examples for Technology Integration

Bajracharya, Jiwak Raj

doi:10.3126/jtd.v4i0.26837

Cited by 3 publications

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“…However, this framework has not been fully realized in teacher training and development in Nepal. The lack of awareness and low competency to design lessons with TPACK and access to technological tools may pose challenges to socially just pedagogy in mathematics classroom (Bajracharya 2019 ). There are two types of such challenges: extrinsic (access, time, support, resources, and training) and intrinsic (attitudes, beliefs, practices, and resistance).…”

Section: Resultsmentioning

confidence: 99%

Challenges of social justice in mathematics classrooms

et al. 2021

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This study explored the challenges faced by mathematics teachers in promoting social justice in teaching and learning in mathematics in high schools in Nepal. An interpretive qualitative research method was employed for collecting, analyzing, and interpreting data in an iterative process. An in-depth interview method was implemented to collect data from three mathematics teachers on challenges of social justice in mathematics classrooms at three public secondary schools in Kathmandu. A multi-layered thematic analysis and interpretation of the participant narratives from the interview data produced eight emergent themes: diverse students, working-class children, students' absenteeism, disengaging curriculum, students' different interests, non-participatory teaching, insufficient skills in using technology, and cultural differences. Pedagogical and policy implications are additionally considered.

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Section: Resultsmentioning

confidence: 99%

Challenges of social justice in mathematics classrooms

et al. 2021

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“…National Information and Communication Technology Policy (2015) states that appropriate measures will be taken to facilitate and promote the integration of ICTs within the entire Nepali educational system to support administration, pedagogy, learning, and research, to improve the quality of education and training at all levels and enhance access to education. However, there are some barriers to implementation as Nepalese instructors need continuous guidance and support to integrate technology while delivering lessons (as cited in Bajracharya, 2019).…”

Section: Ict Policy In Nepalmentioning

confidence: 99%

“…In a short period, teachers started to teach in front of a computer screen, and their students have to stay at home and take the courses through the internet. The current situation of pandemic creates the importance of technology on education however there are some challenges and opportunities that the integration of technology into education (Bajracharya, 2019). Internet has become a common medium for interaction, communication, and collaboration within which learners and teachers engage in 'unique and irreplaceable learning opportunities' (Burbules&Callister, 2000).…”

Section: Introductionmentioning

confidence: 99%

Online Learning during COVID-19 Pandemic Period: Secondary Schools’ Students Perception

Badana¹

2020

KMC Res. J.

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The COVID-19 has resulted in closure of educational institution across the world. Online learning had played a vital role in the process of teaching and learning during this pandemic. There was a shift of face to face teaching learning to online. The objective of this study was to explore the perception towards online learning of the students of secondary level students. It also identified student responses to online teaching, offered by their schools during the period of the COVID 19 pandemic. This study has utilized a survey research design with a quantitative approach. For this study, secondary level students of Kathmandhu were taken as population. A web-based cross-sectional survey was undertaken among 282 secondary level students from two schools of Kathmandu who had participated in the online classes during this COVID-19 pandemic. A structured questionnaire consisting of 21 items covering students' perception domain was distributed to the students using Google Form. The study found that the majority of the students 74% were satisfied with online learning. The finding of the study revealed that there was statistically significant in the association of students' satisfaction in software used in online class since the p value is less than 0.05 and the relationship between the software used in an online class and students' satisfaction is modest.

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“…TPACK instruments are presented in various forms, e.g. : Worked Examples (Bajracharya, 2019) and modules (White & Geer, 2013;Jwaid, Clark, & Ireson, 2014). Hence, in order to satisfy the needs of this digital age, there is an urgent requirement to produce websitebased TPACK instruments.…”

Section: Introductionmentioning

confidence: 99%

Website-Based Technological Pedagogical and Content Knowledge for Learning Preparation of Science Teachers

Wilujeng

Tadeko

Dwandaru

2020

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This study produces technological pedagogical and content knowledge (TPACK) instruments, which conventionally use print modules. The aims of this study were 1) to develop appropriate website-based TPACK instruments, and 2) to determine the effect of the produced website-based TPACK instruments toward the pedagogy competence of Science teachers in their learning preparation in the classroom. The methodology used was based on the ADDIE stages which stand for analyze, design, develop, implement, and evaluate. The results of this study include 1) instructions for producing TPACK instruments based on the results of synthesis; 2) instructions for making a website format based on the synthesis results; 3) TPACK framework design in website content; 4) TPACK instruments validation results; and 5) website validation results. Moreover, limited and field tests were conducted upon the website-based TPACK instruments to determine their effect toward the pedagogy competence of Science teachers. Quantitatively, the TPACK instruments scored 70 out of 76, while the website scored 60 out of 90. Finally, the limited and field tests results showed that website-based TPACK instruments positively affect the pedagogy competence of Science teachers in their learning preparation in the classroom with an overall Good category and a Very Good category for the usage evaluation from the users.

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TPACK-integrated Worked Examples for Technology Integration

Cited by 3 publications

References 0 publications

Challenges of social justice in mathematics classrooms

Challenges of social justice in mathematics classrooms

Online Learning during COVID-19 Pandemic Period: Secondary Schools’ Students Perception

Website-Based Technological Pedagogical and Content Knowledge for Learning Preparation of Science Teachers

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