Technological, Pedagogical, Content Knowledge (TPACK)-based science learning assessment of elementary school teachers is essential to improving quality. This study aims assess TPACK-based learning, which consists three aspects knowledge (CK), Pedagogical (PK), and Technology (TPK). research type descriptive qualitative with the Analytical Hierarchy Process (AHP) Simple Additive Weighting (SAW)....

The current study aims to report the role of technological pedagogical and content knowledge (TPACK) in integration technology by preservice teachers during teaching practicum. As this employed a survey as its methodological approach, instruments measuring TPACK practicum were developed based on prior studies validated through validity pilot study. main data (n. 1333) analyzed partial least squ...

<p>Pembelajaran abad 21 menuntut guru agar dapat melibatkan kemampuan komunikasi dan kerja sama serta pemanfaatan informasi teknologi dalam pembelajaran yang disusun sebuah kerangka berupa TPACK. Ada 7 komponen perlu diketahui pada TPACK yaitu Technological Knowledge, Pedagogical Content Knowledge. Tujuan dari artikel ini adalah untuk menggambarkan 1) Konsep TPACK, 2) Implementasi Pembela...

Abstract This research continues the tradition of Technological Pedagogical Content Knowledge (TPACK) studies aimed at better understanding development pre-service teachers’ TPACK. The aim study is to show what are areas TPACK that teachers perceived as important and relevant for them, from a teacher training course. course can be seen one many courses within training. not specially designed me...

The development of the Ethnosciencetech-Oriented Lecture Program is motivated by importance mastering TPACK prospective teacher students so that they can teach effectively with technology and also integrate ethnoscience into learning. This study aims to describe skills gained teachers while TPACK. results show experience a growth knowledge in each stage, starting from perception conception fina...

Given that little is known about English teachers’ technological, pedagogical and content knowledge (TPACK), this study examined TPACK of using interactive whiteboards (IWBs) by contextualizing the research in Chinese EFL context. Surveys multi-case interviews were conducted among secondary school teachers. The results revealed teachers generally perceived themselves to be competent TPACK, with...

Abstract Technological pedagogical content knowledge (TPACK) has evolved as a valuable model for understanding teacher performances in technology use education to support pedagogy with proper the success of teaching and learning. Many self-report questionnaires have been developed TPACK. However, limited studies assessed extension specific context. This study aims develop validate questionnaire...

This study aims to describe the implementation of technological pedagogical and content knowledge (TPACK) in learning senior high schools. The research approach used is qualitative with descriptive type. Data was collected by conducting in-depth interviews data analysis using Miles Huberman model stages reduction, presentation, drawing conclusions. results this indicate that TPACK SMA has not b...