Appropriating TPACK in Preparation for Hybrid Learning: Innovations in Teaching Practices
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| Title: | Appropriating TPACK in Preparation for Hybrid Learning: Innovations in Teaching Practices |
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| Authors: | Anita Lie (ORCID |
| Source: | MEXTESOL Journal. 2023 47(3). |
| Availability: | MEXTESOL Journal. Bernardo Couto 48, Col. Cuauhtemoc, Alcadía Cuauhtemoc, Ciudad de Mexico, 06880, Mexico. Tel: +55-55-66-87-49; e-mail: mextesoljournal@gmail.com; Web site: http://www.mextesol.net/journal/ |
| Peer Reviewed: | Y |
| Page Count: | 19 |
| Publication Date: | 2023 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | Secondary Education |
| Descriptors: | Foreign Countries, School Closing, COVID-19, Pandemics, Distance Education, Pedagogical Content Knowledge, Technological Literacy, Online Courses, Readiness, Blended Learning, Secondary School Teachers |
| Geographic Terms: | Indonesia |
| ISSN: | 2395-9908 |
| Abstract: | The sudden school suspension during the Covid-19 pandemic forced 218,234 primary and secondary schools in Indonesia to shift into emergency remote teaching (ERT) when internet was not easily accessible in some regions, and many teachers were not ready for the disruption. Almost two years after the sudden shift to remote learning, teachers in our previous study (Lie et al., 2020) were re-contacted and invited to participate in this reported study. This longitudinal case study aimed to explore teachers' progression during the ERT. Specifically, this study set two questions: 1) How have teachers progressed in their online learning engagement in reference to the degrees of appropriation during the ERT?; and 2) How is teachers' readiness to sustain their Technological-Pedagogical-Content Knowledge (TPACK) skills in the context of planned hybrid learning? The study collected data through a survey, interviews of teachers and their students, and observations of their online classes. An online questionnaire was first sent to 18 secondary school teachers of English and Indonesian from four regions in Indonesia. Based on the questionnaire results, seven teachers were selected for a more in-depth study, which involved interviews with the teachers and online classes observations. A group interview with five students for each teacher was used as triangulation. This study found that, regardless of their prior exposure to technology, some teachers had, within a twenty-month period of ERT, appropriated their TPACK while some were still striving to transform their role. In addition, teachers demonstrated different levels of readiness for hybrid learning and of sustaining their TPACK skills. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1408035 |
| Database: | ERIC |
| Abstract: | The sudden school suspension during the Covid-19 pandemic forced 218,234 primary and secondary schools in Indonesia to shift into emergency remote teaching (ERT) when internet was not easily accessible in some regions, and many teachers were not ready for the disruption. Almost two years after the sudden shift to remote learning, teachers in our previous study (Lie et al., 2020) were re-contacted and invited to participate in this reported study. This longitudinal case study aimed to explore teachers' progression during the ERT. Specifically, this study set two questions: 1) How have teachers progressed in their online learning engagement in reference to the degrees of appropriation during the ERT?; and 2) How is teachers' readiness to sustain their Technological-Pedagogical-Content Knowledge (TPACK) skills in the context of planned hybrid learning? The study collected data through a survey, interviews of teachers and their students, and observations of their online classes. An online questionnaire was first sent to 18 secondary school teachers of English and Indonesian from four regions in Indonesia. Based on the questionnaire results, seven teachers were selected for a more in-depth study, which involved interviews with the teachers and online classes observations. A group interview with five students for each teacher was used as triangulation. This study found that, regardless of their prior exposure to technology, some teachers had, within a twenty-month period of ERT, appropriated their TPACK while some were still striving to transform their role. In addition, teachers demonstrated different levels of readiness for hybrid learning and of sustaining their TPACK skills. |
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| ISSN: | 2395-9908 |
