Limbong, E. (2016). Designing and developing supplemental technology and PACI model materials through blended learning methods. Journal of Culture, English Language Teaching & Literature, 16(2), 271-304. Retrieved from http://journal.unika.ac.id/index.php/celt/article/view/771/pdf_13

Abstract:

“The 21st century English teachers and lecturers are required to have competencies in translating Content Knowledge (CK), integrating various Pedagogical Knowledge (PK) and implementing Technological Knowledge (TK) in order to produce effective and efficient teaching. This research reveals and describes researcher’s efforts and pre-service EFL teachers’ (Pre-service EFL teachers) roles in designing and developing the supplemental teaching and learning materials with PowerPoint, Audacity, Camtasia and Internet (PACI) model. To transform researcher roles and model to introduce and implement Technological, Pedagogical, and Content Knowledge (TPACK) framework, this research implemented blended learning: traditional face to face and Facebook closed-group discussion based on Project-Based Learning. This research employed the qualitative autobiography narrative of self-study from the researcher’s experiences to implement blended learning. Semi-structured interviews were conducted with four Pre-service EFL teachers of group A and five Pre-service EFL teachers of group B to seek the Pre-service EFL teachers’ experiences in designing and developing PACI model. The results suggested that blended learning could effectively and efficiently integrate and implement the design and development of a PACI model. Most importantly both researcher and two groups realized that in integration of TPACK during a Computer Literacy course, the subject matter may be shaped by the application of technology; teaching as well as learning might be changed by the use of technology and the way to represent and communicate specific lessons to students.”