A Summary from a paper entitled validating the technological pedagogical content knowledge appropriate for instructing students (TPACK-S) of pre-service teachers

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Hi everyone,
As we know that to enhance the students in the learning process, we as a teacher can use technology to help the students in learning. This time I will make a summary of a paper written by Varongsri Saengbanchong, Ph.D., Prof. Nongklak Wiratchai, and Assoc. Prof. Suchada Bowarnkitiwong. They published a paper entitled validating the Technological Pedagogical Content Knowledge appropriate for instructing Students (TPACK-S) of pre-service teachers. All of them at the time of writing has an affiliation with Faculty of education at Chulalongkorn University in Bangkok, Thailand. This paper was submitted in 5th World conference on educational sciences-WCES 2013 on category social and behavioral sciences in Elsevier journal.
They use some theories in their research and one of them is TPACK by Mishra and Kehler, 2006. It is said that there are seven cognitive tools from knowledge and can be elaborated to develop it so it can create an effective classroom in the 21st century. Some researchers try to prove the validity of seven component of TPACK, such as Archambault and Barnett (2010) with three components, Lux (2011) with six components, Koehler, Shin and Misha (2011) with five components. The differences can be in contents, samples, measures or limitation of the data. TPACK framework can be described as TPK, TK, TCK, CK, PCK, PK. On the other hand, TK-S, TCK-S, TPACK-S, TPK-S, SK, CK-S, PCK-S, PK-S, TK, TCK, TPACK, TPK, CK, PCK, and PK are the TPACK-S framework.
Besides the influence of TPACK, there is also another influence from Thai Educational Reform Act 1999 that focused on students-center instruction that makes them add one more component in Students Knowledge (SK). TPACK-S is extended from TPACK so the teacher can have appropriate knowledge in teaching the students individually. In this research, the writers used 135 pre-service teachers from faculty of Education at Kasersart University, one of the public universities in Bangkok. To collect the data, researchers used TPACK-S questionnaire with 1880 items of knowledge in instruction, 15 like-type scales with five responses choices (strongly disagree to strongly agree). After the calculation, it was found that “Cranach’s alpha coefficient reliabilities of all 15 components were from 0.699 to 0.905 which indicate highly reliable instruments.
To analyze the data, the researchers used some techniques and those were descriptive statistics and confirmatory factor analysis (TPACK-S measurement model). From the research, it was found that it had quite strong positive and significant correlation from all components with r range from 0.201 to 0.937. In brief, this research has four conclusions. First, confirmatory factor measurement model of TPACK-S was strongly and significantly fit for empirical data. Second is a hypothetical proposition of three great positions (PKC, TKC, and CKC) but contradicted to SKC construct. The third is construct reliabilities (Joreskog and Sorborn, 1996) ranged 0.6555 to 1.00 that indicate quite a satisfactory result. The last is very high loading.

On the other hand, the researchers argued about three arguments. First is creating a significant role of technology as an important core of knowledge. Second is about less of role from sufficient teacher. The third is to derive insufficient area of training to improve and promote. The researchers also argued that conceptualization of TPACK and TPACK-S model can shape the significant role of TPACK-S, not TPACK. It is also suggested that it is necessary to obtain standards and norms, diagnose teachers’ weak points with the hope that these can increase student learning achievement. 
Thank you again for the writers for sharing this article.

Komentar

  1. Melati Sri Utami31 Maret 2018 pukul 06.46

    It was a great review about TPACK and TPACK-S.. I think it will be better if you add the review of TPACK-S's definition briefly. Thanks for sharing mbak :)

    BalasHapus
    Balasan
    1. rejeki1 April 2018 pukul 04.24

      Hi Melati. Based on my understanding after reading that paper, TPACK-S means TPACK that focuses on students and its fuction is to support the TPACK, while TPACk is a framework to support teachers. TPACK-S itself divided 15 types whereas TPACK included. Hope this is helpful.

      Hapus
  2. Fajarutami2 April 2018 pukul 00.10

    TPACK-S is brand new for me, thank you for sharing this helpful study, Miss Sri!

    BalasHapus
  3. Unknown6 April 2018 pukul 07.22

    i thought that S-TPACK and TPACK-S are the same, but they aren't. thanks for sharing^^

    BalasHapus

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