Teacher Professional Development to Train Digital Skills with Technological Pedagogical Content Knowledge (TPACK)
DOI:
https://doi.org/10.21009/jtp.v24i3.31019Keywords:
Professional Development, Teacher, Digital Skills, TPACK, TrainingAbstract
During the Covid-19 pandemic, the trend of blended learning increased rapidly. The Indonesian government provides various supporting facilities for blended learning, one of them is a learning account. Unfortunately, this surge in demand for and provision of supporting facilities has not been matched by sufficient skills to properly organize online learning. Many teachers do not know how to utilize ICT in learning. The author took the initiative to develop teacher professional development activities to improve digital skills. These activities were developed using the technological Pedagogical Content Knowledge (TPACK) and using the Analyze, Design, Develop, Implement, Evaluate (ADDIE) model. It can be concluded that these activities can be duplicated again with some adjustments. First, this training is suitable for teachers at the K12 level. If it will be used for PAUD/TK teachers, this training needs to be redesigned. Second, it would be much better if the institution where the teacher works provide dedicated hours for professional development which are also counted into teaching/additional teacher hours.
References
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Bustamante, C. (2020). TPACK-based professional development on web 2.0 for Spanish teachers: A case study. Computer Assisted Language Learning, 33(4), 327–352. https://doi.org/10.1080/09588221.2018.1564333
Chatmaneerungcharoen, S. (2019). Improving Thai Science Teachers’ TPACK through an Innovative Continuing Professional Development Program. Journal of Physics: Conference Series, 1340(1), 012017. https://doi.org/10.1088/1742-6596/1340/1/012017
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McKenney, S., & Reeves, T. C. (2013). Conducting Educational Design Research. In Conducting Educational Design Research. Routledge. https://doi.org/10.4324/9781315105642
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Muhaimin, M., Habibi, A., Mukminin, A., Saudagar, F., Pratama, R., Wahyuni, S., Sadikin, A., & Indrayana, B. (2019). A sequential explanatory investigation of TPACK: Indonesian science teachers’ survey and perspective. JOTSE, 9(3), 269–281. https://dialnet.unirioja.es/servlet/articulo?codigo=7637836
Oda, K., Herman, T., & Hasan, A. (2020). Properties and impacts of TPACK-based GIS professional development for in-service teachers. International Research in Geographical and Environmental Education, 29(1), 40–54. https://doi.org/10.1080/10382046.2019.1657675
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Özgür, H. (2020). Relationships between teachers’ technostress, technological pedagogical content knowledge (TPACK), school support and demographic variables: A structural equation modeling. Computers in Human Behavior, 112, 106468. https://doi.org/10.1016/j.chb.2020.106468
Partnership for 21st Century Learning. (2019). Framework for 21st Century Learning Definitions. Battelle For Kids. http://static.battelleforkids.org/documents/p21/P21_Framework_DefinitionsBFK.pdf
Philipsen, B., Tondeur, J., Pareja Roblin, N., Vanslambrouck, S., & Zhu, C. (2019). Improving teacher professional development for online and blended learning: A systematic meta-aggregative review. Educational Technology Research and Development, 67(5), 1145–1174. https://doi.org/10.1007/s11423-019-09645-8
Portillo, J., & Lopez de la Serna, A. (2020). An international perspective for ‘Improving teacher professional development for online and blended learning: A systematic meta-aggregative review.’ Educational Technology Research and Development. https://doi.org/10.1007/s11423-020-09851-9
REFO Indonesia. (n.d.). REFO Indonesia—YouTube. Retrieved January 2, 2021, from https://www.youtube.com/c/REFOIndonesia
Schmid, M., Brianza, E., & Petko, D. (2020). Developing a short assessment instrument for Technological Pedagogical Content Knowledge (TPACK.xs) and comparing the factor structure of an integrative and a transformative model. Computers & Education, 157, 103967. https://doi.org/10.1016/j.compedu.2020.103967
Valtonen, T., Pontinen, S., Kukkonen, J., Dillon, P., Väisänen, P., & Hacklin, S. (2011). Confronting the technological pedagogical knowledge of Finnish Net Generation student teachers. Technology, Pedagogy and Education, 20(1), 3–18. https://doi.org/10.1080/1475939X.2010.534867
Widyanuratikah, I. (2020, December 17). 136 Ribu Akun Sudah Aktif di Laman Belajar.id [News]. Republika Online. https://republika.co.id/berita/qlhpya463/136-ribu-akun-sudah-aktif-di-laman-embelajaridem
Branch, R. M. (2009a). Analyze. In R. M. Branch (Ed.), Instructional Design: The ADDIE Approach (pp. 22–56). Springer US. https://doi.org/10.1007/978-0-387-09506-6_2
Branch, R. M. (2009b). Prologue. In R. M. Branch (Ed.), Instructional Design: The ADDIE Approach (pp. 1–20). Springer US. https://doi.org/10.1007/978-0-387-09506-6_1
Bustamante, C. (2020). TPACK-based professional development on web 2.0 for Spanish teachers: A case study. Computer Assisted Language Learning, 33(4), 327–352. https://doi.org/10.1080/09588221.2018.1564333
Chatmaneerungcharoen, S. (2019). Improving Thai Science Teachers’ TPACK through an Innovative Continuing Professional Development Program. Journal of Physics: Conference Series, 1340(1), 012017. https://doi.org/10.1088/1742-6596/1340/1/012017
Dick, W., Carey, L., & Carey, J. O. (2014). The systematic design of instruction (Seventh edition). Pearson Education Limited.
Eric Curts. (2016, April 28). Skill Checklists for Google Certified Educator Level 1 and 2. https://www.controlaltachieve.com/2016/04/google-educator-checklists.html
Fernández-Batanero, J. M., Montenegro-Rueda, M., Fernández-Cerero, J., & García-Martínez, I. (2020). Digital competences for teacher professional development. Systematic review. European Journal of Teacher Education, 1–19. https://doi.org/10.1080/02619768.2020.1827389
Gjelaj, M., Buza, K., Shatri, K., & Zabeli, N. (2020). Digital Technologies in Early Childhood: Attitudes and Practices of Parents and Teachers in Kosovo. International Journal of Instruction, 13(1), 165–184. https://eric.ed.gov/?id=EJ1239303
Google for Education. (n.d.). Google Workspace Training. Retrieved May 3, 2022, from https://applieddigitalskills.withgoogle.com/c/en/workspace
Google for Education. (2020, August 28). Fundamentals Training. Google. https://skillshop.exceedlms.com/student/path/61209-fundamentals-training?sid_i=0
Harris, J. B. (2016). In-Service Teachers’ TPACK Development: Trends, Models, and Trajectories. In Handbook of Technological Pedagogical Content Knowledge (TPACK) for Educators (pp. 201–216). Routledge. https://doi.org/10.4324/9781315771328-20
Heitink, M., Voogt, J., Fisser, P., Verplanken, L., & Braak, J. van. (2017). Eliciting teachers’ technological pedagogical knowledge. Australasian Journal of Educational Technology, 33(3), Article 3. https://doi.org/10.14742/ajet.3505
Ihmeideh, F., & Al-Maadadi, F. (2018). Towards Improving Kindergarten Teachers’ Practices Regarding the Integration of ICT into Early Years Settings. The Asia-Pacific Education Researcher, 27(1), 65–78. https://doi.org/10.1007/s40299-017-0366-x
Joyce, B. R., & Calhoun, E. (2010). Personal/Professional Direct Service Models: Helping People Do Their Thing. In Models of Professional Development: A Celebration of Educators (pp. 39–60). Corwin Press. https://sk.sagepub.com/books/models-of-professional-development/n5.xml
Kemdikbud. (2020, December 11). Tingkatkan Akses Layanan Pembelajaran, Kemendikbud Luncurkan Akun Pembelajaran: Belajar.id. Kementerian Pendidikan Dan Kebudayaan. https://www.kemdikbud.go.id/main/blog/2020/12/tingkatkan-akses-layanan-pembelajaran-kemendikbud-luncurkan-akun-pembelajaran-belajarid
Koehler, M. J., & Mishra, P. (2006). Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge. Teachers College Record, 108(6), 1017–1054.
KOMINFO, P. (2020, September 22). Gandeng Google, Kemenag Luncurkan Transformasi Digital Pendidikan Madrasah. Website Resmi Kementerian Komunikasi Dan Informatika RI. http:///content/detail/29563/gandeng-google-kemenag-luncurkan-transformasi-digital-pendidikan-madrasah/0/berita
Martín, S. C., González, M. C., & Peñalvo, F. J. G. (2020). Digital competence of early childhood education teachers: Attitude, knowledge and use of ICT. European Journal of Teacher Education, 43(2), 210–223. https://doi.org/10.1080/02619768.2019.1681393
Mary Jeanne Olexa Smith. (2021). The Impact of Self-Efficacy on Personalized Professional Learning for Google Certification [Dissertation, Widener University]. http://digitalwolfgram.widener.edu/digital/collection/p16069coll41/id/17161/rec/1
McKenney, S., & Reeves, T. C. (2013). Conducting Educational Design Research. In Conducting Educational Design Research. Routledge. https://doi.org/10.4324/9781315105642
Peraturan Pemerintah Republik Indonesia Nomor 21 Tahun 2020 tentang PSBB, (2020). https://jdih.setkab.go.id/PUUdoc/176085/PP_Nomor_21_Tahun_2020.pdf
Muhaimin, M., Habibi, A., Mukminin, A., Saudagar, F., Pratama, R., Wahyuni, S., Sadikin, A., & Indrayana, B. (2019). A sequential explanatory investigation of TPACK: Indonesian science teachers’ survey and perspective. JOTSE, 9(3), 269–281. https://dialnet.unirioja.es/servlet/articulo?codigo=7637836
Oda, K., Herman, T., & Hasan, A. (2020). Properties and impacts of TPACK-based GIS professional development for in-service teachers. International Research in Geographical and Environmental Education, 29(1), 40–54. https://doi.org/10.1080/10382046.2019.1657675
Osman, D. J., & Warner, J. R. (2020). Measuring teacher motivation: The missing link between professional development and practice. Teaching and Teacher Education, 92, 103064. https://doi.org/10.1016/j.tate.2020.103064
Özgür, H. (2020). Relationships between teachers’ technostress, technological pedagogical content knowledge (TPACK), school support and demographic variables: A structural equation modeling. Computers in Human Behavior, 112, 106468. https://doi.org/10.1016/j.chb.2020.106468
Partnership for 21st Century Learning. (2019). Framework for 21st Century Learning Definitions. Battelle For Kids. http://static.battelleforkids.org/documents/p21/P21_Framework_DefinitionsBFK.pdf
Philipsen, B., Tondeur, J., Pareja Roblin, N., Vanslambrouck, S., & Zhu, C. (2019). Improving teacher professional development for online and blended learning: A systematic meta-aggregative review. Educational Technology Research and Development, 67(5), 1145–1174. https://doi.org/10.1007/s11423-019-09645-8
Portillo, J., & Lopez de la Serna, A. (2020). An international perspective for ‘Improving teacher professional development for online and blended learning: A systematic meta-aggregative review.’ Educational Technology Research and Development. https://doi.org/10.1007/s11423-020-09851-9
REFO Indonesia. (n.d.). REFO Indonesia—YouTube. Retrieved January 2, 2021, from https://www.youtube.com/c/REFOIndonesia
Schmid, M., Brianza, E., & Petko, D. (2020). Developing a short assessment instrument for Technological Pedagogical Content Knowledge (TPACK.xs) and comparing the factor structure of an integrative and a transformative model. Computers & Education, 157, 103967. https://doi.org/10.1016/j.compedu.2020.103967
Valtonen, T., Pontinen, S., Kukkonen, J., Dillon, P., Väisänen, P., & Hacklin, S. (2011). Confronting the technological pedagogical knowledge of Finnish Net Generation student teachers. Technology, Pedagogy and Education, 20(1), 3–18. https://doi.org/10.1080/1475939X.2010.534867
Widyanuratikah, I. (2020, December 17). 136 Ribu Akun Sudah Aktif di Laman Belajar.id [News]. Republika Online. https://republika.co.id/berita/qlhpya463/136-ribu-akun-sudah-aktif-di-laman-embelajaridem
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Published
2022-12-31
How to Cite
Ardi Nugraha, C., Kuswandi, D., & Praherdhiono, H. (2022). Teacher Professional Development to Train Digital Skills with Technological Pedagogical Content Knowledge (TPACK). JTP - Jurnal Teknologi Pendidikan, 24(3), 330–340. https://doi.org/10.21009/jtp.v24i3.31019
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