Integration of ICT-Pedagogy for Senior High School Students: Pre-service Teachers’ TPACK (Technological Pedagogical Content Knowledge)

Fatahillah Erfan, Sulisyaningsih Sulisyaningsih, Abd. Syakur

Abstract


This study aimed to identify pre-service teachers who are ready to integrate technology into their classrooms. The assumption is that pre-service teachers' characteristics like Technological Pedagogical Content Knowledge (TPACK) are influenced by their teacher training. Preservice teachers were clustered based on their TPACK, a typical set of ICT-related characteristics (general ICT attitudes, attitudes towards ICT in education, ease of use and ICT self-efficacy), and perceived support from their training institution. A random sample of 50 senior high school pre-service teachers from SMA Al-Iftitahiyah in Sumenep was used in this mixed-method research. The results also showed that most participants understood TPACK and had ideas for implementing it in their classrooms. Pre-service teachers' (PTs) perceptions of TPACK in teaching and learning is expected. This study also has implications for experts interested in pre-service teachers' understanding of teaching with technology.


Keywords


technology integration; ICT; pedagogy; TPAK

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References


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DOI: https://doi.org/10.33258/birci.v5i1.4236

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This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.