Seminar I - Technological Pedagogical Content Knowledge (TPACK) in Teaching
21st Century Skills in 21st Century Classroom by Madam Nurul Hidayu Binti
Shafie.
8th October 2019 (Tuesday) BK07
2.00PM – 2.30PM
Parallel session: First slot
The first session that I have attended was ‘The Technological
Pedagogical Content Knowledge (TPACK) in Teaching 21st Century Skills in 21st
Century Classroom’. The 30 minutes talk was delivered by Madam Nurul Hidayu
binti Shafie.
What was/were the new term(s) you have heard from
the presentation?
A new term that I have obtained after participating this talk is the
term TPACK. TPACK is an acronym that derives from ‘Technological Pedagogical
Content Knowledge’.
TPACK stresses that the integration of technology in learning should
always come with demonstration of usage from teachers. As the technology
changes rapidly, students might not be familiar with certain function or
feature in the technology used. Thus, by demonstrating the way of using of the
intended technology, this would cater and encourage students to be independent
learners. TPACK centres across content, technology and pedagogy.
The speaker however expressed her disappointment over the application of
technology in classrooms across our nation which is the unavailability of
facilities in supporting 21st century learning that is
experienced widely.
In this particular session, seven domains in TPACK framework were
demonstrated. These domains are as follows:
1. Content
Knowledge @ CK
2. Pedagogical
Knowledge @ PK
3. Technological
Knowledge @ TK
4. Pedagogical
Content Knowledge @ PCK
5. Technological
Content Knowledge @ TCK
6. Technological
Pedagogical Knowledge @ TPK
7. Technological
Pedagogical Content Knowledge @ TPACK
What was / were the technology(ies)/ technological
advancement mentioned by the presenters?
As TPACK centres across content, technology and pedagogy knowledge the
technological advancement rooted from these three primary component of TPACK.
The function of these three primary component can be summarised as
follows:
Content knowledge @ CK
- Teachers’ in-depth
knowledge or competence of the intended lesson contents.
Technology knowledge @ TK
- Teachers’ ability in
offering the best technological tool to assist students’ learning in their
intended lesson.
Pedagogical knowledge @ PK
-Teachers’ strategies and methods that are applied
in teaching to fulfil students’ needs in order to succeed the lesson.
What would be the implications of the points in
terms of teaching and learning in general and specific to your future teaching
practices?
Due to rapid technology advancement, TPACK has become demanded in
educators’ compulsory skills. The bar for educators’ skills would surely place
higher than where it stays today in this very moment. In fact, the bar would
always go higher parallel with the technology enhancement. Thus, it is a must
for teachers to possess skills in line with TPACK to maximise the learning and
learning impact.
Some implications that can be achieved through TPACK integration in
teaching and learning are:
- Lessons are able to arouse students’
interest as they moving towards ‘sophisticated’ learning.
- Teachers are able to move Malaysian
education towards 21st century learning.
- Students are able to equip technological
skills for their future utilisation.
·
Seminar II - Perception of Flipped Classroom
Concept in Teaching and Learning among Student in Faculty of Education, UiTM
Puncak Alam by Mr. Ahmad Fahim Bin Zulkifli
8th October 2019 (Tuesday) BK07
3.30PM – 4.00PM
Parallel session: Fourth slot
The first session that I have attended was ‘Perception of Flipped
Classroom Concept in Teaching and Learning among Studentin Faculty of
Education, UiTM Puncak Alam’. The 30 minutes talk was delivered by Mr. Encik
Ahmad Fahim Bin Zulkifli.
What was/were the new term(s) you have heard from
the presentation?
A new term that I have obtained after participating this talk is the
term ‘flipped classroom’. I have encountered this term way before attending the
talk but I was not clear of what it actually means. After I have attended this
fourth slot in parallel session which took place in BK07, I finally understood
what flipped classroom literally means.
Flipped classroom or inverted classroom is a classroom design which
students go through theoretical or learning content online or outside
classroom. Other than that, they will discuss, complete interactive tasks as
well as individual tasks and do their ‘homework’ within the allocated time for
their tangible classroom.
What was / were the technology(ies)/ technological
advancement mentioned by the presenters?
Some of technological advancement were mentioned by the presenter. The
type of technological advancement that were mentioned can be used to assist
teachers in conducting and implementing flipped classroom. The technological
advancement that were mentioned are:
- Google Classroom
- TED-Ed
- Edmodo
- Remind
These mediums have been prominent for educator to use to deliver
materials prior to the physical classroom. These mediums are quite easy to be
used and some mediums are even complete with fascinating features. For example,
Remind made students, parents, teachers connectible with their school.
What would be the implications of the points in
terms of teaching and learning in general and specific to your future teaching
practices?
Flipped classroom would benefit educator as it
supports and encourage student-centred learning. However, the benefit of
flipped classroom cannot be fully harvested as there are many constraints in
its implementation especially in the rural area of our nation. There are still
many improvements to be made in those area across our country. But if we focus
on urban and suburban area which have no problem accessing flipped classroom,
the implications of flipped classroom to the future teaching practices would
absolutely serve many benefit to be reaped.
The obtainable benefit from flipped classroom in
terms of teaching and learning in general and specific to educators’ future
teaching practices can be summarized as follows:
- Time can be saved for
theoretical explanation.
- Tangible lessons can
be proceeded with interactive activities rather than chalk and talk from
teachers.
- Classroom lesson would
be more interactive.
- Students have aplenty
time to explore the lesson content deeper prior to their real lesson in
class.
- Students would become
independent learners.
However, there are some circumstances for the
listed benefit that we should consider:
- Time can be saved for
theoretical explanation
- There
is no surety that students will go through the given material before entering
the class.
- Tangible lessons can
be proceeded with interactive activities rather than chalk and talk from
teachers.
- Students’
participation cannot be guaranteed especially in classroom with big number of
students (30-50 students) like the Malaysian classroom.
- Classroom lesson would
be more interactive.
- Some
schools especially in rural area are still lacking in facilities to support
flipped classroom. This makes flipped classroom impossible to be conducted.
- Students have aplenty
time to explore the lesson content deeper prior to their real lesson in
class.
- Students
fail to even peruse the basic content of the lesson. Hence, teachers have to
spend time to explain the posted lesson which would be waste of time.
- Students would become
independent learners.
- Instead of nurturing students to be independent learners, learners
become more ignorant toward their learning because there is no initiative to
learn intrinsically.
