A MIXED-METHODS STUDY OF SCHOOL LANGUAGE TEACHERS’ TECHNOLOGY INTEGRATION: ARE THEY COMPETENCE WITH TPACK IN ONLINE LEARNING ENVIRONMENT?

Nur Hanifah Insani

Article Details

A MIXED-METHODS STUDY OF SCHOOL LANGUAGE TEACHERS’ TECHNOLOGY INTEGRATION: ARE THEY COMPETENCE WITH TPACK IN ONLINE LEARNING ENVIRONMENT?

Authors:

Nur Hanifah Insani

Publisher:

Anadolu University

Main Topics:

Measurement and Evaluation in Education (Other)

Journal:

Turkish Online Journal of Distance Education Vol.25 Issue 3, pp.207-224

Document Type:

Article

Publication Date:

1/2024

Document Language:

English

Document ID (Org No.):

2001322355

pISSN:

1302-6488

Keywords:

Abstract:

 Over the past few years, technology integrated into online learning has become a significant component of education in response to educational evaluation worldwide, especially in Indonesia. The current study aims to explore the TPACK levels of Javanese school teachers, identify integrated technologies-based media used by Javanese school teachers in online learning practices and learning assessment, and analyze the benefits and drawbacks of Javanese school teachers integrating technology in online learning. This study used a mixed- method design, combining quantitative and qualitative approaches. The participants were 330 Javanese school teachers from Central Java Province and Yogyakarta Special Region, Indonesia. The findings reveal that Javanese school teachers are more proficient in pedagogical knowledge, pedagogical content knowledge, and content knowledge than technological knowledge, technological content knowledge, technological pedagogical knowledge, and TPACK. Javanese School teachers have integrated various technologies into online learning. However, Javanese school teachers limited technological literacy affects the efficiency of online learning. In addition, this study also offers an overview of the knowledge and expertise of Javanese school teachers regarding technology mastery in online learning. Thus, this study suggests that policymakers facilitate Javanese school teachers to develop technological skills in transferring materials in online learning to support the current adapted curriculum.

 Over the past few years, technology integrated into online learning has become a significant component of education in response to educational evaluation worldwide, especially in Indonesia. The current study aims to explore the TPACK levels of Javanese school teachers, identify integrated technologies-based media used by Javanese school teachers in online learning practices and learning assessment, and analyze the benefits and drawbacks of Javanese school teachers integrating technology in online learning. This study used a mixed- method design, combining quantitative and qualitative approaches. The participants were 330 Javanese school teachers from Central Java Province and Yogyakarta Special Region, Indonesia. The findings reveal that Javanese school teachers are more proficient in pedagogical knowledge, pedagogical content knowledge, and content knowledge than technological knowledge, technological content knowledge, technological pedagogical knowledge, and TPACK. Javanese School teachers have integrated various technologies into online learning. However, Javanese school teachers limited technological literacy affects the efficiency of online learning. In addition, this study also offers an overview of the knowledge and expertise of Javanese school teachers regarding technology mastery in online learning. Thus, this study suggests that policymakers facilitate Javanese school teachers to develop technological skills in transferring materials in online learning to support the current adapted curriculum.

 Over the past few years, technology integrated into online learning has become a significant component of education in response to educational evaluation worldwide, especially in Indonesia. The current study aims to explore the TPACK levels of Javanese school teachers, identify integrated technologies-based media used by Javanese school teachers in online learning practices and learning assessment, and analyze the benefits and drawbacks of Javanese school teachers integrating technology in online learning. This study used a mixed- method design, combining quantitative and qualitative approaches. The participants were 330 Javanese school teachers from Central Java Province and Yogyakarta Special Region, Indonesia. The findings reveal that Javanese school teachers are more proficient in pedagogical knowledge, pedagogical content knowledge, and content knowledge than technological knowledge, technological content knowledge, technological pedagogical knowledge, and TPACK. Javanese School teachers have integrated various technologies into online learning. However, Javanese school teachers limited technological literacy affects the efficiency of online learning. In addition, this study also offers an overview of the knowledge and expertise of Javanese school teachers regarding technology mastery in online learning. Thus, this study suggests that policymakers facilitate Javanese school teachers to develop technological skills in transferring materials in online learning to support the current adapted curriculum.

 Over the past few years, technology integrated into online learning has become a significant component of education in response to educational evaluation worldwide, especially in Indonesia. The current study aims to explore the TPACK levels of Javanese school teachers, identify integrated technologies-based media used by Javanese school teachers in online learning practices and learning assessment, and analyze the benefits and drawbacks of Javanese school teachers integrating technology in online learning. This study used a mixed- method design, combining quantitative and qualitative approaches. The participants were 330 Javanese school teachers from Central Java Province and Yogyakarta Special Region, Indonesia. The findings reveal that Javanese school teachers are more proficient in pedagogical knowledge, pedagogical content knowledge, and content knowledge than technological knowledge, technological content knowledge, technological pedagogical knowledge, and TPACK. Javanese School teachers have integrated various technologies into online learning. However, Javanese school teachers limited technological literacy affects the efficiency of online learning. In addition, this study also offers an overview of the knowledge and expertise of Javanese school teachers regarding technology mastery in online learning. Thus, this study suggests that policymakers facilitate Javanese school teachers to develop technological skills in transferring materials in online learning to support the current adapted curriculum.

Article Details

A MIXED-METHODS STUDY OF SCHOOL LANGUAGE TEACHERS’ TECHNOLOGY INTEGRATION: ARE THEY COMPETENCE WITH TPACK IN ONLINE LEARNING ENVIRONMENT?

Authors:

Nur Hanifah Insani

Publisher:

Anadolu University

Main Topics:

Measurement and Evaluation in Education (Other)

Journal:

Turkish Online Journal of Distance Education Vol.25 Issue 3, pp.207-224

Document Type:

Article

Publication Date:

1/2024

Document Language:

English

Document ID (Org No.):

2001322355

pISSN:

1302-6488

Indonesia

integrated technology

Javanese school teachers

online learning

TPACK

Issues

Article Details

A MIXED-METHODS STUDY OF SCHOOL LANGUAGE TEACHERS’ TECHNOLOGY INTEGRATION: ARE THEY COMPETENCE WITH TPACK IN ONLINE LEARNING ENVIRONMENT?

Authors: Nur Hanifah Insani

Publisher: Anadolu University

Main Topics: Measurement and Evaluation in Education (Other)

Journal: Turkish Online Journal of Distance Education Vol.25 Issue 3, pp.207-224

Document Type: Article

Publication Date: 1/2024

Document Language: English

Document ID (Org No.): 2001322355

pISSN: 1302-6488

Indonesia

integrated technology

Javanese school teachers

online learning

TPACK

Issues

Authors:

Nur Hanifah Insani

Publisher:

Anadolu University

Main Topics:

Measurement and Evaluation in Education (Other)

Journal:

Turkish Online Journal of Distance Education Vol.25 Issue 3, pp.207-224

Document Type:

Article

Publication Date:

1/2024

Document Language:

English

Document ID (Org No.):

2001322355

pISSN:

1302-6488