Generally this study aims to analyze quantitatively and qualitatively the level of TPACK for teacher students various factors that influence teachers’ TPACK. This utilized quantitative approach with help survey method. The results showed was at a poor (1.7%), good (59.3%), very (39.9%). There are four components perception three conception level. Correspondingly, significant differences found i...

The goal of this study is to determine the level primary mathematics school teacher’s Technological Pedagogical and Content Knowledge (TPACK) achievement learners selected districts Division Butuan City, Agusan del Norte. participating teachers were able complete survey on following components namely, technology knowledge, content pedagogical technological pedagogy learners. This employed descr...

This paper analyzes the professional ethical knowledge of teachers in use technologies by training. Based on disciplinary pedagogical technological (TPACK) model, it is intended to measure correct inclusion classroom. For this, a descriptive exploratory methodological design study was carried out. The instruments used have been Likert scale questionnaire and personal interview, organized into f...

Abstract This study aimed to examine what challenges Iranian EFL teachers in the mainstream educational system experienced distance classes during COVID-19 pandemic. Telephone unstructured narrative interview was employed collect data from 20 teacher participants, and two theoretical frameworks, CoI TPACK, were used interpret results. The thematic analysis yielded ten themes: non-customized pla...

This community service aims to introduce a prototype curriculum and improve the ability of mathematics teachers in West Bandung Regency preparing TPACK-based learning tools. activity is form simple training, namely following examples provided which consist two sessions, namely: 1) Introduction curriculum, 2) Training on development tools, consists of: a) preparation tools using Liveworksheet ap...

The results showed statistically significant difference for Technological, Pedagogical and Content Knowledge, all students in the sample with additional computer science courses. In case of overall TPACK, there is no but courses significant.