Week 6: Week Without Wall - Seminar Report

Seminar I - Technological Pedagogical Content Knowledge (TPACK) in Teaching 21st Century Skills in 21st Century Classroom by Madam Nurul Hidayu Binti Shafie.

8^th 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 21^st 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 21^st century learning.
• Students are able to equip technological skills for their future utilisation.

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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

8^th 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.