Summary of TPACK-related journal 13

Title                            : Teachers’ Professional Development: The Case of WhatsApp

Author                        : Ramazan Cansoy

Year                            : 2017

Publisher                    : Canadian Center of Science and Education

Source                        : www.eric.com

This research simply dug information about the role of What’s App group in the teacher’s professional development. The researcher, Ramazan Cansoy found 12 science teachers at random private schools between 2015-2016. The 12 teachers were joined in a what’s app group. Any kinds of information related to teaching science were shared not only by one teachers but also all of the teachers. In the study, it was observed that teachers made shares in four different themes that support professional development. These were found to be shares for field knowledge, shares for pedagogical content knowledge, shares for in-school teaching practices and shares for emotional support among teachers. The materials shared in the wat’s app group were also various in the terms of formats. Some of them are in the kind of PDF but some of them can also be in the form of documents or video. The content shared on the group aimed to support the pedagocical competence among the teachers. In this context, it was revealed that programs providing online chatting opportunities could be an important tool in ensuring the professional development of teachers. The netnographic research method, one of the qualitative research methods, was used in the study

Summary of TPACK-related journal 12

Title                            : Indonesian Perspective on Massive Open Online Courses: Opportunities and Challenges

Author                        : Harry B. Santoso

Year                            : 2018

Publisher                    : Journal of Educators Online

Source                        : www.eric.com

Among all kinds of distance education reforms, massive open online courses (MOOCs) can be considered as the most attractive topic in educational innovation studies in recent years. The original idea of a MOOC was proposed by Dave Cormier and Bryan Alexander in 2008 (Shen et al., 2016). The concept of MOOCs is to offer free and open access courses for massive numbers of learners from anywhere in the world (Gamage, Fernando, & Perera, 2015). The year 2012 became the year of the MOOC as stated by the New York Times because many MOOC platforms, such as Udacity, Coursera, and EdX, were introduced in that year. Those three were widely accepted as the fastest growing MOOC providers until now. The study aimed to identify the opportunities and challenges in implementing MOOCs from an Indonesian perspective. The researcher, Harry, observed four local MOOCs and analyzed various documents, including literature and government regulations.

As a result, the study revealed seven opportunities and seven challenges in implementing MOOCs in Indonesia as follows. Opportunities: (1) Indonesia has many potential MOOC students, (2) Government supports MOOCs through Presidential and Ministerial Regulations, (3) MOOCs have the potential to connect the nonformal and formal education in Indonesia, (4) MOOCs can be used as promotional tools by the university to attract potential students, (5) Quality and equity in education are needed to improve the standard of living of Indonesians, (6) Accessibility of qualified training is needed to improve professional skills, and (7) there are only a few MOOC providers in Indonesia, so the competition level is low. Challenges : (1) There are only a few Internet users outside Java island, (2) Digital literacy in Indonesia is still low, (3) Obligations that are regulated by the Indonesian government need to be fulfilled, (4) Course development in MOOC requires a lot of time and money, (5) Multidisciplinary knowledge and skills are required to make qualified courses, (6) English skills of Indonesians are still at a low to medium level, (7) There is no mature business model for MOOCs in Indonesia yet.

Summary of TPACK-related journal 11

Title                            : The Effects of Multimodality through Storytelling Using Various Movie Clips

Author                        : Sohee Kim

Year                            : 2016

Publisher                    : Research-Publisher.net

Source                        : www.eric.com

This research studied the salient multimodal approaches for communicative competence and learners' reactions through storytelling tasks with three different modes: a silent movie clip, a movie clip with only sound effects, and a movie clip with sound effects and dialogue. In order to measure different multimodal effects and to define better delivery modes, three one-shot commuter-based tests for each mode and one survey were conducted. Three tasks were arranged on the websites specially designed for the study using Flying Popcorn 7.0, a web authoring program. After viewing each movie clip, participants were asked to immediately record a one-minute story. There were 90 Korean English learners who attended academic English classes at a university located in South Korea. The results showed that there was a significant difference in their speaking performance when using the movie clip with sound effects and dialogue. In the survey, participants responded that the movie clip with sound effects and dialogue provided a good way to assess speaking and listening.

Summary of TPACK-related journal 10

Title                            : A Survey of the University Students' Perspectives about Using Digital Technologies in Education: Zimbabwean Case

Author                        : Dube, Sibusisiwe and Scott, Elsje

Year                            : 2017

Publisher                    : International Academic Forum

Source                        : www.eric.com

Through this study, Dube and Scott tried to have investigation of perspectives of university students on the use of digital technologies as tools for teaching and learning. Quantitative data on student perspectives was collected using 100 questionnaires administered to students at a single university of technology in Zimbabwe. Regarding the question on the perspectives of students about the use of digital technologies in the teaching and learning, the students indicated that digital technologies are convenient and flexible tools that could enhance their learning activities. Only 31% of the participants found the e-learning system tools not useful while 58% consider them very useful. In answering the question regarding the purpose of using digital technologies, the researcher has shown in a form of understandable table that Zimbabwean students use such technologies as tools for finding information. They also use them for downloading audio and video files, which they then listen to and watch respectively. These could be both for entrainment and learning purposes. It can be concluded that through Dube and Scott’s research, it was clear that digital technologies are affordable, available and accessible to the Zimbabwean students and can be embraced in teaching and learning practice.

Summary of TPACK-related journal 9

Title                            : Increasing Student Engagement in Math: The Use of Khan Academy in Chilean Classrooms

Author                        : Daniel Light and Elizabeth Pierson

Year                            : 2014

Publisher                    : Education Development Center: Center for Children and Technology

Source                        : www.eric.com

This paper discusses about the role of Khan academy in engaging the students’ involvement in the class. This research is conducted at five schools in Chile. Khan Academy is an online learning platform started by a former hedge fund manager, Salman Khan, with the stated mission of “changing education for the better by providing a free world-class education for anyone, anywhere”. The site offers over 5,000 online instructional videos in an array of subject areas, an extensive repository of math exercises, and real-time data and analysis features.

Data are taken from observation, inetrview and documentation. The researhers focus just on Math because most of the Khan Academy learning materials are for Math. After some sequences of research, the writers find that: (1) Students were more engaged in math. Some research has found that gamification can increase student engagement (See Plass et al., 2013). The elements of gamification on the site appeared to motivate many Chilean students to do more math exercises. Most of the students we spoke with described Khan Academy as fun and made references to the game-like elements. However, the points and badges appeared to motivate in different ways. Some students clearly wanted to earn as many points as possible, while other students just wanted to earn points to gain access to a new avatar. There were also students who saw the points as proof they were mastering each skill. (2) Students are mastering more math skills. As students did more math problems and were more engaged in learning math content, it is not surprising that their skill level would also increase. Teachers, students, and the SIP leadership all felt that the students who were using Khan Academy were learning more mathematic content. Most of the students we spoke with liked math class. Some student said that this was a change for them