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This is a summary of a paper that I read. The title of the paper is Deep-Play: Developing TPACK for 21st Century Teachers which was written by Matthew J. Koehler, Punya Mishra, Emily C. Bouck, Michael DeSchryver, Kristen Kereluik, Tae Seob Shin, and Leigh Graves Wolf. The paper has been published in International Journal Learning Technology Vol. 6 No. 2 in 2011.  Introduction Teachers face some difficulties in integrating technology into their classroom because of new technologies, like Smart Boards, YouTube, Google Earth, iPads, Flickr, and GPS devices, bombard teachers from all directions. In this paper, they explored specialized kinds of knowledge that teachers need to re-design technology, approaches that use the knowledge to foster the teachers' skills to create, design and play with technology and ideas. They also introduced learning technology by design (LT/D) as an approach to fostering TPACK knowledge and to re-design the educational technology in the classroom. The

There are four types of sentences and those are declarative, imperative, exclamatory and interrogative.  1. Declarative sentence A declarative sentence is to make a statement to relay information or ideas. They are punctuated with a simple period. Formal essays or reports are composed almost entirely of declarative sentences. Example: - The concert begins in two hours. - Green is my favorite color. 2. Imperative sentence An imperative sentence is to make commands or requests or it expresses a desire or a wish. It can be with a simple period or exclamation mark depends on the strength of emotion to express. Example: - Yield. - Respond immediately. 3. Exclamatory sentence It is to express strong emotion and it doesn't matter what the emotion is. This type of sentence always ended with an exclamatory mark, so it is quite easy to recognize it. Example: - The river is rising! - Please don't go! 4. Interrogative sentence This type of sentence is als

Teaching a foreign language has been an interesting field and it is not only teaching English as a foreign language, but it can be the other languages as well, such as Indonesian, Arabic, Urdu, Mandarin and many more.  Here are some advantages in teaching a foreign language: 1. Homework involves speaking tasks or listening tasks to the radio or watching TV, and reading newspapers articles 2. Encourage students to seek out opportunities for practice 3. Encourage students to seek corrective feedback from others 4. Have students keep a log or diary of extra-class hearing 5. Plan and carry out field trips 6. Plan social mixers with native speakers 7. Invite speakers into classrooms Besides the advantages, there are some guidelines to help teachers to compensate for the lack of compensating for the lack of communicative situations right outside the classroom: 1. use class time for optional authentic language input and interaction 2. don't waste class time on wor

The paper entitled Stalled Innovation: Examining the technological, pedagogical and content knowledge of Australian university educators was written by Karin Barac, Sarah Prestridge, and Katherine Main who had an affiliation with Griffith University, Australia. The paper was published in Australian Educational Computing in 2017 Vol 32(1). Introduction Some people argued that there is still little evidence to support claims for widespread renewal of this magnitude in the daily business of higher education (Oliver, 2012; Price&Kirkwood, 2014; Russell, Malfroy, Gosper&McKenzie, 2014; Selwyn, 2014). These studies suggest that the introduction of technologies alone will do little to transform education if it is not linked to pedagogies. The purpose of the study was to explore the nexus between pedagogy and technology in higher education, especially how technology is being used in specific relationship to the content and whether pedagogy is being shaped by the technology. The p

This time, I am going to summarize a paper related to TPACK which was written by Mark W. Olofson, Meredith J. C. Swallow, and Maureen D. Neumann. Their paper entitled TPACKing: a constructivist framing of TPACK to analyze teachers' construction of knowledge. The paper was published in computers and education journal 95 (2016) 188-201.  As we know that TPACK framework is a conceptual tool in studies by integrating technology into the classroom, such as in the current issues is the influences on teachers' in the 20th century. Technology also makes people access information and do global communication (Dede, 2010). People started to adopt technology in education but it required a contemporary approach to understand the teachers' practice (Enyedy, 2014). The writers interpreted TPACKing as an ongoing process of teacher development and practice while implementing technology, pedagogy, and content to guide the interpretation of TPACKing process. There was some previous resea