A JOURNAL SUMMARY (1)

Improving Technological Pedagogical Content Knowledge (TPACK) of Pre-Service English Language Teachers

Ceylan Yangın Ersanlı1 1 Department of Foreign Languages, Faculty of Education, Ondokuz Mayıs University, Samsun, Turkey

International Education Studies; Vol. 9, No. 5; 2016 ISSN 1913-9020 E-ISSN 1913-9039 Published by Canadian Center of Science and Education

The development of technology has been moving rapidly. Education is one aspect that got effect through the development of technology. Using technology in teaching should be a challenge for those who never engage it in the classroom. It is a fact that the ability of teacher in using technology is still at low level. It is something that cannot be ignored. Teacher, especially pre-teacher, in this digital era should be trained correctly in how to use and engage technology in the teaching-learning process. This ability is defined as TPACK. It is a framework which connects digital technologies into the classroom in the teaching-learning process. The main components of TPACK are content knowledge (CK), pedagogical knowledge (PK), and the technological knowledge (TK). The implementation of TPACK.

This journal tries to analyze the effectiveness of a five-week workshop and training sessions on Technological Pedagogical Content Knowledge (TPACK) of pre-service English language teachers. The methodology employs a mixed design involving both qualitative and quantitative research methods. The main data of this journal is 59 pre-service teachers in an English Language Teacher Training Program at a state university.  The data is analyzed before (pre-test) and after (post-test) workshop. From the result shows that the score between pre-test and post-test is improved significantly. Female pre-teacher gets the higher score than male pre-teacher. The qualitative analysis takes in form of journal entries. The result shows that English pre-teacher gets new knowledge and information on workshop related to new application technologies that they can use in the classroom.

Engaging technology in teaching needs strong knowledge to integrate technology, pedagogy, and content of the study. The workshop and training program becomes one of the best ways to improve pre-service English teacher’s knowledge on how to maximize the use of technology in English language teaching.

The good thing about this journal is from language choice. It is easy to be understood by common reader. In addition, in analyzing the data it uses both quantitative and qualitative approach so that the result can be more detail, but it is better for the researcher to give more literature of study to support the argument.

Muhammad Ansori

S891802015