Summary of TPACK-related journal 8

Title                            : Blended Learning: An Innovative Approach

Author                        : Lalima, Kiran Lata Dangwal

Year                            : 2017

Publisher                    : Universal Journal of Educational Research

Source                        : www.eric.com

This paper discusses about the term and advantages of Blended Learning. Blended learning is actually a learning process by combining both traditional classroom and ICT-supported classroom through online or offline.  It has scope for collaborative learning; constructive learning and computer assisted learning. Blended learning needs hard efforts, right attitude, sufficient budget and highly motivated teachers and students for its successful implementation. As it needs diverse things so it is a bit complex and organizing it is not an easy task.

But anyhow, If Blended Learning is utilized maximally, it can generate the advantages as follow: (1) As part of learning is done through ICT, online or offline mode so teachers and students get more time in the classroom for creative and cooperative exercise. (2) Students gain advantage of online learning and CAI without losing social interaction element and human touch of traditional teaching’. (3) It provides more scope for communication. Communication cycle is completed in blended learning which is not possible if we follow only traditional approach. (4) Students become more techno savvy and they gain enhanced digital fluency (5) Students have more strengthened professionalism as they develop qualities like self-motivation, self-responsibility, discipline. (6) It updates course content and so gives new life to established courses.

Summary of TPACK-related journal (7)

Title                            : Using Flipped Learning Model in Teaching English Language among Female English Majors in Majmaah University

Author                        : Bothina S. M. Abdelshaheed

Year                            : 2017

Publisher                    : Canadian Center of Science and Education

Source                        : www.eric.com

The background of the study is that most teachers of TEFL from kindergartens to college level are enthusiastic and completely eager to the idea of changing their classes into an excited learning environment. It can provide students with more structure and independence to construct knowledge in a constructive learning setting with the teacher as a facilitator and supervisor. However, many of them are uncertain about the suitable strategy.

Bothina, through the study, aims at investigating the effect of using Flipped Learning Model in teaching English language among female English majors in Majmaah University on their achievement in two different English courses and identifying their feelings and satisfaction about flipping their classes. The study used a pre-post test design and included two experimental groups (n=62). A comparison of students’ scores in pre and post experimentation were carried to identify the effect of the model and size of improvement in students’ achievement. An analysis of students’ responses to an online questionnaire was conducted to reveal their feelings towards the flipped model. Results affirmed the hypotheses of the study and there was a significant higher improvement in students’ scores in post-tests. Students also favored the flipped learning model and had positive feelings towards it.

Summary of TPACK-related journal (6)

Title                            : The Use of Podcasts to Enhance Narrative Writing Skills

Author                        : Kinana Qaddour

Year                            : 2017

Publisher                    : English Teaching Forum

Source                        : English Teaching Forum Vol55 N0.4

The backround of this research is the writer’s concern about students’ anxiety when they have to write a narrative text using their own experience. The researcher then introduced podcasts containing some stories from many people to help the students minimally possess ideas and scaffoldings to make a narrative text. The podcasts were taken from StoryCorps managed by NPR (National Public Radio).

The instructions started from giving students task to listen to podcasts more twice a day at home. In the following day, the teacher then asked the students to discuss content of podcasts together with their friends. Students are also suggested to bring notes because there is a possibility that one group should share the content with other groups. After the discussion finished, the students were directed to make an essay based on the discussed-podcast contents. The result of the essay were then assessed by their peers with questions provided by teacher in advance such as “what is conflict in that narrative, is there a resolution in the conflict?” etc. The stream went broader. Students were asked to record their corrected essay and produced podcasts. This could be learning process in storytelling and sepaking skills.

Summary of TPACK-related journal (5)

Title                            : Using Digital Comics to Develop Digital Literacy: Fostering Functionally, Critically, and Rhetorically Literate Students

Author                        : Jeff Kirchoff

Year                            : 2017

Publisher                    : Texas Journal of Literacy Education

Source                        : www.eric.com

The usage of sophisticated technology has become a necessity, not even only a prestige anymore. That is why the ability to be digitally literate is a must. In his article, Jeff Kirchoff tried to introduce the opinions of Seber about digital literacy. According to Seber’s view, the students are categorized as digitally literate with three consideratiions as follows: 1.) The students are the consumers of digital literacy, 2.) The students are questioners of digital literacy, 3.) The students are the producers of digital literacy.

To achive the standard of digital literacy based on Seber’s view, Jeff applied the usage of Prezi, Wordpress, and Powerpoint as the platforms to make comics. After understanding and experiencing the three apps to make comic, then the students were asked to compose a short reflection that accompanies their three digital comic creations. This reflection asks them to articulate (a) what their rhetorical goals were with each remix, (b) how they strove to meet those goals, (c) which platform best facilitated their rhetorical goals, and (d) what they learned about digital comics and digital composition through their work.

Summary of TPACK-related journal (4)

Title                            : How Many Words Is a Picture Worth? Integrating Visual Literacy in Language Learning with Photographs

Author                        : Lottie Baker

Year                            : 2015

Publisher                    : English Teaching Forum

Source                        : www.eric.com

The development of technology has brought the new style of learning language. In 1969, Debes firstly stated the nature of visual lietracy as a set of competencies that “a human being can develop by seeing and at the same time having and integrating other sensory experiences”. However, learning with visual literacy produces lots of advantages such as the tools for meaningful oral interaction, critical thinking skills, learning scaffolders, and content language linkers.

Furthermore, Lottie Baker, the author of this journal article, introduces instructional strategies using visual images. The first strategy is Photo Analysis which can be started by teacher providing some pictures the some group of students in class. Then the teacher urges the students to respond the content of the pictures given. After that, the pictures are oberved closesly e.g. by covering some parts of picture so that the visible part can be looked into. The next duty is to list the people, places, and actions found in the picture then they share it with their friends in the same group. After obtaining some lists and ideas, they try to find the connection (by their own) between lists and their first impression of the picture. With their team members, they discuss about the agreed points about the pictures. The last thing is to challenge other groups by posing questions that cannot be easliy detected on the picture. 

Summary of TPACK-related journal (3)

Title                            : Kahoot It or Not? Can Games Be Motivating in Learning Grammar?

Author                        : Ewa Zarzycka-Piskorz

Year                            : 2016

Publisher                    : Teaching English with Technology

Source                        : www.eric.com

The use of game in the classroom has been so massive. There is an opinion saying that game is able to motivate student’s enthusiasm to learn. The researcher, Ewa Zarzycka-Piskorz, tries to use game to teach grammar at the Pedagogical University, Cracow, Poland. The research was carried out with the group of 112 students. They are between 19 and 24 years old (45 between 18-20, 58 between 20-22, 9 between 22-24), with twice as many women (76) than men (36). Their level of language is upper-intermediate.

To obtain the data, the researcher uses questionaire given to the students after playing Kahoot. The results are the vast majority of the students (90%) stated that they have learnt the intended grammar structure as a result of game, Kahoot. In addition, 80% of the students recommend that way of learning. Another point of view is that the majority of those who assess the game touched the positive feeling icon (67%), few (11%) felt neutral, and a tiny proportion (6%) feel negative. From the questionaire result, the researcher proves that the games shows four things: fun, learning effectiveness, learning recommendations from students, and types of feelings accompanying the game for learning grammar.