Asfihana, R., & Yansyah. (2022). Integrating technological pedagogical content knowledge into video-making activities: Learning from practice. Journal of Asia TEFL, 19(1), 345–353.
https://doi.org/10.18823/asiatefl.2022.19.1.27.345 

Abstract:

“In recent years, the inclusion of technology in the classroom is getting more extensive for the purpose of enhancing learning. The use of digital technologies for teaching offers benefits, such as promoting learners’ autonomy (Fernandez, 2010; Hsieh & Hsieh, 2019), increasing students’ motivation (Cooper & Brna, 2010), and facilitating collaborative learning (Calloway-Graham et al., 2016). However, these benefits require teachers to not only understand the technology itself, but also be aware of how to use it according to the learning objectives or instructional goals. Using technology without having clear instructional goals will only provide fun for the students. After the class, however, students may forget what they have learned with the technology. Koehler and Mishra (2006) emphasized that only introducing technology is not enough because teachers’ knowledge of the content and pedagogy—teaching methods and practices—also play an important role. Drawing from Shulman’s (1986) idea of pedagogical content knowledge, Koehler and Mishra (2006) proposed the technological pedagogical content knowledge (TPACK) framework to embrace the integration of technology in teaching. They have argued that technology alone does not promote change, but it is the teacher’s strategy which has a pivotal role in technology integration that can contribute to the improvement of the students’ learning outcomes. TPACK covers three domains of knowledge, including content (subject matter to be taught), technology (digital media used for teaching), and pedagogy (strategies and method used for teaching) (Koehler & Mishra, 2005). After this idea was introduced, TPACK has been widely researched (Brinkley-Etzkorn, 2018; Nazari et al., 2019; Reyes Jr. et al., 2017; Tanak, 2020). In the Indonesian context, TPACK has been studied by some researchers. Drajati et al. (2018) surveyed 100 Indonesian teachers about their TPACK literacy. They found that many of the respondents had applied technology in their classroom, but the TPACK term was relatively new for them. Nurhadi et al. (2018) showed from the results of their survey that most pre-service Indonesian vocational high school teachers had good skills in using technology, but more limited skills in teaching the materials effectively. Another study carried out by Koh et al. (2018) concluded that Indonesian teachers’ understanding of TPACK could be developed through a multi-pronged approach. Most previous studies investigated teachers’ perceptions, but rarely captured the TPACK implementation in the classroom. Therefore, little is known about the detailed steps for implementing a TPACK-based lesson. In addition, TPACK research in higher education contexts is also limited (Reyes Jr. et al., 2017). The present study attempts to fill this gap. This study focuses on answering the research question on how a video-making activity promotes the development of pre-service teachers’ TPACK and how the students respond to the task.”