SUmmary of a Journal Related to TPACK #15

From PCK to TPACK: Developing a Transformative Model for Pre-Service Science Teachers

Syh-Jong Jang, Kuan-Chung Chen

 Chung-Yuan Christian University, Taiwan

2010

New science teachers should be equipped with the ability to integrate and design the curriculum and technologyforinnovative teaching. How tointegrate technology into pre-service science teachers’ pedagogical content knowledge is the important issue. This study examined the impact on a transformative model of integrating technology and peer coaching for developing technological pedagogical and content knowledge (TPACK) of pre-service science teachers. A transformative model and an online system were designed to restructure science teacher education courses. Participants of this study included an instructor and 12 preservice teachers. The main sources of data included written assignments, online data, reflective journals, videotapes and interviews. This study expanded four views, namely, the comprehensive, imitative, transformative and integrative views to explore the impact of TPACK. The model could help pre-service teachers develop technological pedagogical methods and strategies of integrating subject-matter knowledge into science lessons, and further enhanced their TPACK.

A Summary of Journal Related to TPACK #14

Revisiting technological pedagogical content knowledge: Exploring the TPACK framework 

Leanna M. Archambaulta, Joshua H. Barnetta 

Arizona State University, Mary Lou Fulton Teachers College, Phoenix, United States

This study examines the nature of technological pedagogical content knowledge (TPACK) through the use of a factor analysis. Using a survey with 24 items designed to measure each of the areas described by the TPACK framework, and measuring the responses of 596 online teachers from across the United States, data suggest that while the framework is helpful from an organizational standpoint, it is difficult to separate out each of the domains, calling into question their existence in practice. Three major factors become evident, but rather than being comprised of pedagogy, content, and technology, the only clear domain that distinguishes itself is that of technology. This research examines the validity of the TPACK model and suggests that measuring each of these domains is complicated and convoluted, potentially due to the notion that they are not separate. 

Summary of a Journal Related to TPACK #13

TPACK Goes to Sixth Grade: Lessons from a Middle School Teacher  in a High-Technology-Access Classroom

Keith Wetzel (Arizona State University), Summer Marshall (Ecker Hill International Middle School)

2011

This is a qualitative study addressing the question: In what ways does a sixth grade middle school teacher show evidence of behaviors that fit the Technological Pedagogical Content Knowledge (TPACK) framework in the classroom? The researcher observed in this class, interviewed the teacher, and looked for evidence of the interplay between components of the framework. This teacher’s class was particularly appropriate for this study because she was an experienced teacher her school district selected to pilot a classroom with many technologies, including one laptop for each student. Applying the TPACK theoretical framework to her classroom helps us better understand how the framework is translated into practice. Findings indicate that the teacher provided a foundation for the use of technology in content (language arts) and pedagogy (project-based learning). The teacher demonstrated technological pedagogical knowledge through well-planned classroom management practices as well as the interplay between components of the framework. Recommendations include the use of the TPACK framework as a lens for classroom observation and the need for additional cases to be used in professional development.

Summary of a Journal Related to TPACK #12

Technological Pedagogical Content Knowledge Preparedness of Student-Teachers of the Department of Arts and Social Sciences Education of University of Cape Coast

Stephen Kwakye Apau (University of Cape Coast, Ghana, West Africa)

2017

The proliferation of digital technology in the 21st century in teaching and learning requires that teachers and students constantly interact with instructional technologies. This places a herculean task on the door step of teacher educators to ensure that student-teachers graduate from their institutions of training with some knowledge domains that would help them to integrate technology, pedagogy and content in their teaching. This study assesses the Technological Pedagogical Content Knowledge (TPACK) preparedness of student-teachers in the Department of Arts and Social Sciences Education (DASSE) of University of Cape Coast (UCC), Ghana. It uses the descriptive survey design. The stratified simple random sampling technique was used to sample 370 student-teachers of DASSE for the study. Questionnaire was adapted for the data collection. Descriptive (frequencies and percentages, mean of means and standard deviations) and inferential statistics (independent t-test) were used to analyze the data. The study reveals that the student-teachers in DASSE, UCC have Technological Knowledge. The study also found that the student-teachers of DASSE, UCC lack Technological Pedagogical Knowledge. In addition, the study has found that the student-teachers of DASSE, UCC lack Technological Content Knowledge. Moreover, the study establishes that the student-teachers of DASSE, UCC lacked Technological Pedagogical Content Knowledge. Lastly, there is no statistically significant difference between the gender of the student-teachers of DASSE, UCC and their TPACK preparedness. Hence, this study recommends that lecturers should continue to model the use of technology so that student-teachers can increasingly update their technological knowledge through observation and learning. Again, the Academic Board of UCC should advice the teaching departments on the need to infuse technology in their courses they offer for student-teachers. Finally, the teacher education program offered by DASSE, UCC should be re-conceptualized to respond to the technological needs of student-teachers.

Summary of a Journal Related to TPACK #11

A PRELIMINARY EVALUATION OF SHORT BLENDED ONLINE TRAINING WORKSHOP FOR TPACK DEVELOPMENT USING TECHNOLOGY ACCEPTANCE MODEL

Mohammed Modeef Alsofyani (Taif University),  Baharuddin bin Aris (Universiti Teknologi Malaysia),  Rebecca Eynon (University of Oxford), Norazman Abdul Majid (Universiti Teknologi Malaysia)

2012

The use of Short Blended Online Training (SBOT) for the development of Technological Pedagogical and Content Knowledge (TPACK) is a promising approach to facilitate the use of e-learning by academics. Adult learners prefer the blend of pedagogies such as the presentation, demonstration, practice and feedback if they are structured and instructor-led with an efficient training length. In this paper, we suggest that SBOT has the potential to create a highly preferred environment for training if adult learning principles are considered. The study explores the evaluation of this mode of training by using Technology Acceptance Model (TAM). The results show a great acceptance for this mode of training. Moreover, in practice, dual training modes can be offered for TPACK development programs, which may consist of face-to-face training and SBOT.  the quality of the training programs can be increased significantly. The efficiency of this mode of training can provide a monetary resource to mix training with enjoyment activities on or off the university campus. Lastly, the large number of registered participants in the training and the reported positive experience with SBOT indicate that the faculty accept this mode of training

Summary of a Journal Related to TPACK #10

Using Live Dual Modeling to Help Pre-service Teachers Develop TPACK

Liangyue Lu, Jing Lei (Syracuse University)

2012

To help pre-service teachers learn about teaching with technology, technological pedagogical content knowledge (TPACK), the researchers designed and implemented a Live Dual Modeling strategy involving both live behavior modeling and cognitive modeling in this study. Using qualitative research methods, the researchers investigated whether Live Dual Modeling was effective in helping pre-service teachers develop TPACK in a technology integration course. The findings showed that the pre-service teachers demonstrated the initial ability to transfer what they learned in the modeling to classroom teaching. When Live Dual Modeling is used, attention should be paid to the conditions that influence the effectiveness of the strategy due to the pre-service teachers’ limitation in their overall knowledge base, practical experience, and ability to transfer learning to other contexts.

Summary of a Journal Related to TPACK #9

Technological Pedagogical Content Knowledge (TPACK) in Action:

A Descriptive Study of Secondary Teachers’ Curriculum-Based, Technology-Related Instructional Planning

Judith B. Harris and Mark J. Hofer College of William & Mary

2011

This study studied about how teachers’ technological pedagogical content knowledge (TPACK) informs their instructional planning, and how can the knowledge be enhanced. In an interpretative study of experienced secondary social studies teachers’ planning, the writer sought to discover clues to the nature and development of these teachers’ TPACK-in-action as it was expressed in their planning processes. Comparisons of interview data and planning products before and after engaging in professional development that addressed content-focused, TPACK based learning activity types revealed three primary findings, each supported by participating teachers’ oral and written reflections upon their learning. The participating teachers’(a) selection and use of learning activities and technologies became more conscious, strategic, and varied; (b) instructional planning became more student-centered, focusing primarily upon students’ intellectual, rather than affective, engagement; and (c) quality standards for technology integration were raised, resulting in deliberate decisions for more judicious educational technology use.

Summary of a Journal Related to TPACK #8

Knowledge Growth in Teaching Mathematics/Science with Spreadsheets:

Moving PCK to TPACK through Online Professional Development

Margaret L. Niess, Emily H. van Zee, Henry Gillow-Wiles (Oregon State University)

2010

In-service teachers need ways to gain an integrated knowledge of content, pedagogy, and technologies that reflects new ways of teaching and learning in the 21^st century. This interpretive study examined in-service K–8 teachers’ growth in their pedagogical content knowledge (PCK) toward technology, pedagogy, and content knowledge (TPACK) in an online graduate course designed for integrating dynamic spreadsheets as teaching and learning tools in mathematics and science. With the lens of four TPACK components (Niess, 2005), the analysis describes teachers’ development from recognizing to accepting, adapting, and exploring TPACK levels. Implications and recommendations for the design of future professional development courses and continuing research are identified to support in-service teachers’ knowledge growth or teaching with technologies.

Summary of a Journal Related to TPACK #7

TPACK in Elementary and High School Teachers’ Self -reported Classroom Practices with the Interactive Whiteboard (IWB)

Soni a Lefebvre, Ghi slain Samson, Al exandre Gareau,  Nancy Broui llette,

(Université du Québec à Troi s-Rivières)

2016

The interactive whiteboard (IWB) is increasingly used for teaching and learning in the classroom. Nevertheless, the ways that teachers incorporate this tool within their teaching practices remain poorly understood. This paper examines elementary and high school teachers’ self-reported practices with the IWB. The conceptual framework centers on teachers’ self reported practices as well as the Technological Pedagogical Content Knowledge (TPACK) model, a framework for successful integration of technology into teaching. The data were collected from discussion groups with 30 teachers. Overall, the results show a predominance of technological pedagogical knowledge (TPK) and technological Knowledge (TK) regardless of Grade level, gender, or years of teaching experience.

           

Summary of a Journal Related to TPACK #6

EXPLORING THE REASONS FOR USING ELECTRIC BOOKS AND

TECHNOLOGIC PEDAGOGICAL AND CONTENT KNOWLEDGE OF

TAIWANESE ELEMENTARY MATHEMATICS AND SCIENCE TEACHERS

Ho-Yuan Chen  

Graduate School of Education, Chung-Yuan Christian University, Chung-Li, Taiwan

2013

This study highlights trends and features of E-books and their versatility of this tool in elementary educational settings. There has been little quantitative research employed to examine teachers’ reasons for using or not using E-books. The purpose of this study was to examine elementary school mathematics and science teachers’ reasons for using or not using E-books and to assess how the use of E-books relates to TPACK among Taiwanese teachers. The survey was developed based on an overview of discussions from prior research related to the benefits and drawbacks of using E-books. The results show the percentages for four reasons for using E-books were high, and low for four reasons for not using E-books. The teachers’ perceptions of E-books’ usefulness and ability to increase motivation and interaction were significantly different according to gender and the perceptions of E-books’ ability to increase interaction were significantly different according to teaching experience. Elementary science teachers demonstrated significantly higher TPACK than elementary mathematics teachers. There was no significant difference found in TPACK according to gender, except for in teachers’ technological knowledge. Teachers who had more years of teaching experience demonstrated significantly higher TPACK than the teachers who had fewer years of teaching experience. The results of this study can provide researchers, policy makers, and school administrators with a better understanding of elementary school teachers’ perspectives.

            This study is unique in that it examines in-service elementary teachers’ TPACK by integrating teachers’ knowledge of students’ learning situations as a context factor in the proposed model. The results provide significant contributions to the research of E-book use by examining elementary teachers’ current use of E-books in Taiwan and their development of TPACK. Another significant contribution is that teaching subjects and teaching experiences can play crucial roles in teachers’ TPACK. The results of this study can provide researchers, policy makers, and school administrators with a better understanding of current elementary school science and mathematics teachers’ perspectives.

Summary of a Journal Related to TPACK #5

Designing Optical Spreadsheets-Technological Pedagogical Content Knowledge Simulation (S-Tpack): A Case Study of Pre-Service Teachers Course

M. Anas Thohir

Yogyakarta State University, Indonesia

In the 21st century, the competence of instructional technological design is important for pre-service physics teachers. This case study described the pre-service physics teachers' design of optical spreadsheet simulation and evaluated teaching and learning the task in the classroom. In this case, participants were three pre-service teachers (two male and one female) chosen from 30 Physics students of Yogyakarta State University. They have been attending optics course for 14 weeks in 6th semester of the academic year 2016. They aged 23 to 26 years old. All of them have followed basic computer program like Word, PowerPoint, and Excel.

A bonded system explored basic knowledge and integration ability of the pre-service teacher. In addition, peers assessed the simulated performance of pre-service teachers by using Spreadsheet-Technological Pedagogical Content Knowledge (S-TPACK). Pre-service teachers transform the topic into a unique spreadsheet simulation. One of them designed with high complexity, but the others are not. However, they demonstrated different the intensity and integrity of teaching strategies, the depth of optical topics, and interactive spreadsheets. In the future, the design of instructional technology will need to pay attention to the basic knowledge of TPACK, problem-solving, and self-efficacy.

This case study has three implications in design and spreadsheet simulation. The first, the study recommends using spreadsheets for easy, cheap and flexible purposes in designing physics topics. Three pre-service teachers have proven that they have designed different optical topics with different forms and interactive. Second, design activities require knowledge, skills, and attitudes. (1) Basic knowledge is required as the main capital in the design that is knowledge of appropriate physics topic, technological expertise, and pedagogical knowledge. (2)

Creativity design helps in integrating technological skills into the knowledge of physics topics and pedagogical knowledge at once. Design creativity requires problem-solving and decision-making skills in brainstorming conditions. Strong imagination also helps to get a unique design. (3) Self-efficacy, self-believe, or confidence is required to assure the ability to achieve an optimal design. Finally, simulation activities can be evaluated using S-TPACK and peer comments. S-TPACK helps pre-service and instructor to know the intensity of PK, CK, and TK from the diagram. In addition, S TPACK can show PCK, TCK, and PTK based on PK, CK, and TK diagram intersections.

Summary of a Journal Related to TPACK #4

TPACK: AN EMERGING RESEARCH AND DEVELOPMENT TOOL

FOR TEACHER EDUCATORS

Evrim Baran (University of British Columbia), Hsueh-Hua Chuang (National Sun Yat-sen University), Ann Thompson (Iowa State University)

Published in 2011

TPACK (Technological Pedagogical Content Knowledge) has been currently emerged as a useful tool for researcher to understand the integration of technology in teaching and learning process. TPACK has now entered a new generation where the focus is upon using the construct in both research and development projects. In this study, the TPACK construct is defined and several current research and development projects that use the TPACK framework are described.

Following the development of the TPACK framework, researchers began to work on the problem of assessing both pre-service and in-service teachers’ levels of TPACK. Data are being gathered at specific checkpoints during the pre-service teachers’ preparation program. As part of this study, pre-service teachers are being tracked during their teacher education program and asked to complete the survey after completing their instructional technology course, methodology courses, and student teaching. Additional qualitative research studies are also being conducted to examine how these same pre-service teachers demonstrate TPACK-related tendencies in PreK–6 classrooms during practicum and student teaching experiences.

The TPACK survey is currently being translated into different languages and adopted to different teacher education contexts around the world. The interest of using TPACK framework and the TPACK survey for designing and assessing teacher knowledge in various international teacher education contexts is a clear indication of the world wide impact of TPACK as an emerging research and development tool for teacher educators. Some K–12 school districts in the United States also found that the TPACK framework is useful for designing and structuring their technology integration programs.

In general, the TPACK framework has provided a means for educational technology researchers and practitioners to communicate more accurately and effectively about the work they are doing. In addition to the work to clarify the knowledge to be developed in pre-service and in-service teachers, TPACK can bring clarity to the specific interventions in research and development projects and thus improve the ability to design and test powerful technology approaches.

Summary of a Journal Related to TPACK #3

USING THE INTERNET IN HIGH SCHOOL MATHEMATICS

Esther Yook-Kin Loong, Deakin University, Australia (2014)

While the technological, pedagogical and content knowledge (TPACK) model has been increasingly adopted for understanding teachers’ use of technology, there have been many calls for greater discussion about the constituent constructs, their relationship with one another and the central TPACK. This study analyses qualitatively the TPACK demonstrated by the teacher

This case study was part of a broader study where the teacher participated in a survey on the use of the Internet for secondary mathematics teaching. A mixed methods approach was used. Both quantitative and qualitative methods were employed to ascertain how the teacher used the Internet in a mathematics assessment task and the students’ perceptions of that approach. Data collection methods included an initial teacher interview prior to classroom observations, classroom observations, post-lesson student interviews and post lesson teacher interviews. A questionnaire survey on student attitudes to and perceptions of the use of the Internet in mathematics lessons was completed by students at the end of the observations.

This case study illustrates the extent to which a teacher’s TPACK of the Internet and Microsoft Excel software resulted in an enactment of technology use in a Business Mathematics classroom. While the pedagogical intent of the teacher was to use the Internet to save time and to discuss the mathematical content by comparing the calculations using bank calculators and the spreadsheet software, the data indicated that student perceptions of this approach were mixed. Although the study showed that the assessment goals were met and the Internet and Excel software were tools used to accomplish that, there was little evidence to suggest that students experienced a transformation in their mathematical learning. Management of the academic learning time was seen by the teacher as an area that needed to be reviewed and improved so that the important aspects of mathematical analysis and application take precedence over collecting data with the help of the Internet. 

Summary of a Journal Related to TPACK #2

Analysis of Relationships between Technological Pedagogical Content Knowledge  and Educational Internet Use

Ismail Sahin (Necmettin Erbakan University), Ismail Celik & Ahmet Oguz Akturk (Selcuk University), Mustafa Aydin (Necmettin Erbakan University)

            There are some basic skills teachers and pre-service teachers should have including general culture, special area education, and pedagogy knowledge to be successful in their subject areas. To accomplish this, teachers and teacher candidates should use information and communication technologies better to follow developments in their content areas, transfer contemporary approaches and teaching methods to their practices, and increase their level of knowledge in general culture. For teachers, technology is vital to develop their knowledge both in their areas of expertise and in pedagogy and general culture. For this reason, teachers should be able to integrate their knowledge in content, technology, and pedagogy successfully.

In this study, the writers used the TPACK model as the theoretical framework in the process of data collection and interpretation of the results. They conducted the study in a college of education at a large Turkish university in central Anatolia with the population of 8 departments. They distributed the survey to randomly selected students from these departments. Thus, the participants of this research study included 163 pre-service teachers. Of these participants, 91 (56%) were female and 72 (44%) were male. The participants received training on technology integration as part of their classes. In collecting the data, the writers used two research instruments. The first is a 28 items of Survey of Self-efficacy in Educational Internet Use while the second is a 47 items of Survey of Technological Pedagogical and Content Knowledge.

In the present study, the writers used descriptive statistics and correlation analysis to report relationships among the variables. They used the canonical correlation analysis method to determine the relationships between the level of knowledge for each domain of the TPACK model and the self-efficacy beliefs in educational Internet use. They also used Wilks’ lambda, a multivariate statistic ranging between 0 and 1 (Mertler & Vannatta, 2002), to test the significance of the relationship between the sets of variables. Using multiple linear regression analysis, they tested the relationships between the dependent variable, educational Internet use, and the following seven predictor variables: TK, PK, CK, TPK, TCK, PCK, and TPACK.

From the study, it is found that teachers who understand TPACK will have higher self-efficacy toward Internet use and therefore better integration habits around using the Internet. In this study, it is found that technology, content, and technological content knowledge domains are statistically significant predictors of pre-service teachers’ self-efficacy beliefs in educational Internet use.

Summary of a Journal Related to TPACK #1

A Review of the Literature: How Pre-service Mathematics Teachers Develop Their Technological, Pedagogical, and Content Knowledge

Melike Yigit, Purdue University (2014)

International Journal of Education

in Mathematics, Science and Technology, 2(1), 26-35.

Nowadays, teachers need to not only know and understand the content of materials they teach, but also develop their preparation program in teaching through technology. Based on the development of technology, Mishra and Koehler (2006) defined a conceptual framework on Technological, Pedagogical and Content Knowledge (TPCK). Their main goal is to describe and understand the goals of technology in teacher education. In 2007, the acronym TPCK was changed into TPACK.

Related to TPACK, this study aims to investigate articles in mathematics education researches that explored how Pre-Service Mathematics Teachers (PSMT) develop their TPACK and how their development impacts their future teaching of mathematics. In conducting the study, the writer applied qualitative study using systematic literature review in which the data is articles published between 2005-2013 as many as 45, which are downloaded from ERIC, JSTOR-Scholarly Journal Archive, and PsychINFO. Then, the articles were screened full-text to find the relationship with the subject studied.

From the data analysis, findings show that PSMTs’ active involvement in technology-enhanced courses is the major strategy to develop their TPACK and to improve their future teaching of mathematics. Therefore, mathematics teachers should utilize the TPACK framework to discuss how PSMTs develop and engage in their TPACK, how PSMTs’ TPACK development occurs through the stages, and how their own TPACK development impacts their perspectives about their future teaching. This review and existing studies would be used as a guide to help PSMTs’ TPACK development and their teaching experiences for their future teachings.

The Summary of iTell Conference 2018: Call & Mall to Enhance Thinking Skill

iTell Conference 2018

"CALL& MALL to Enhance Thinking Skills"

Surakarta, March13th-14th, 2018

A. KEYNOTE SPEAKER

1. “CALL & MALL to Enhance The Thinking Process”

The keynote speaker of the conference is Dr. Gumawang Jati, M.A from ITB Bandung. His interest in applying technology tools for language learning indeed motivated the participants to be more technological literate, and engage with the millennial students. This is essential since the way teacher teaches in classroom influence students’ interest and motivation in learning. For example, students can practice listening not only from the recording in CD-RW but also other ways such as using smart phone applications, such as iTunes. It is more effective and efficient.

To improve students’ skills teacher also can look at teaching and learning resources from other tools instead of only books, for example, www.elllo.org, www.youtube.com, www.hotpotatoes.com,  www.breakingnewenglish.com, www.teachingkidsnews.com, www.learningenglishteens.britishcouncil.com, etc. In addition, there are some authoring tools we can use for interactive learning such as www.kahoot.com, www.edpuzzle.com, www.onlinequizcreator.com,  etc., and the creation tools for thinking skills such as www.padlet.com, www.writereadthink.org, www.canva.com, www.screencast-o-matic.com etc.

Learning through media can also enhance students’ critical thinking and creativity. They can develop their interest and talent not just limited in classroom activities. It helps students’ get the better understanding about the materials. But still, such webs are just tools for improving students’ skills, and it is suggested that such tools are used at home not in classroom since they spend much time, and they cannot substitute the role of teacher in the classroom.

Talking about the technology for learning there is Artificial Intelligence (AI). This can help us do our work easily, for example, www.integralcalculator.com, Siri (IOS), Robin(android), Orai, www.analyze.academichelp.net, www.essay-grader.com, www.lessonwriter.com, etc. However, we cannot fully hand the responsibility over them. Teachers’ role in the classroom must be bigger than them. 

The speaker really amazed me. He delivered the material casually but easy to understand. In his age, he is aware of technology more than most participants younger than him. His eager to always learn new things opened my mind to always follow the technological development.

B. PLENARY SPEAKERS

1. “TPACK, The Concept and Practice in the Classroom”

Dr. Nur Arifah Drajati, or I, her student, call her Ma’am Arifah, is another inspiring presenter who made me realized that technology can help us in teaching learning process. From her, I know about TPACK (Technological Pedagogical and Content Knowledge). This is the new thing that I am interested in. 

TPACK is a framework for teacher to conduct the class in more effective way. TPACK is the newest version after PCK in which it is expected that teachers are not only aware of what they know about the materials and the way they teach in classroom, but also how technology is used to help students’ reach their learning objectives.

Applying ICT (Information and Communication Technology) in the classroom is one way to engage with students of 21^st century who are familiar with technology in their everyday life. They may feel bored and less interested in the material if the class is conducted in traditional way. Here, technology has the strong influence in helping teachers develop the teaching tools. For example, in teaching writing teachers ask students to watch a video on Youtube about a topic. Then, students research the web, create concept maps, and create digital stories. The activity is effective and can improve students’ critical think and creativity without limit. TPACK is beneficial for both students and teachers since it promotes the active, authentic, and collaborative learning. This also supports teachers to have varieties in using technology in classroom.

In talking about TPACK, Ma’am Arifah made me realize that I am as a teacher will be must be aware of TPACK in teaching students of 21^st century since this kind of framework is suitable for todays' learning.

2. Cyber Bullying & Child Protection

The second plenary speaker is Riezky Novyana. He is from British Council. The presentation was talking about the impacts of internet use. Nowadays the internet rapidly grows in all aspects of life, and the user is almost all ages from the children to the adult. Even it is predicted that in 2020 the number of internet connected devices is bigger than the population. The power of internet massively gives impacts for its users, and it created the digital footprint (a trail of data we create while using the internet), so every kind of our activity in the internet recorded well, and the data is forever and cannot be deleted. Therefore, we must be wise in using the internet since the poor digital footprint will be impacting on some aspects like not being able to work in some professions, unable to obtain travel visa to some countries, and being known to the police. 

The unwise use of internet also faces by children. They, who are lack of parents’ caretaking, sometimes use the internet freely. One of activities in the internet is social media. Actually they want to have self-actualization, self-esteem, love and belonging, safety needs, and physiological needs from family. It is apprehensive that they use social media takes their time more than having direct interaction with people in society. through social media, they can communicate with everyone all around the world. It is feared that such things will endanger their safety. Due to the activity, some crime happens such as kidnapping, sexual abuse, fraud, and others. The most popular problem is about cyber bullying. This case seems to be trivial but it can destroy children's self-confidence and even lead them to do bad thing such as suicide because what users post in the internet everyone as their follower can take it, and it cannot be deleted if they have downloaded it, so they can share the photo or info to everyone. It can improve the social abuse and other crimes, so parents must be aware of children using their own gadget.

C. WORKSHOP

1. Kahoot: Bring the Fun into the Classroom

The first workshop I followed was delivered by Grace Nathalia Clara Sabandar & Yessy Zakaria. They introduced a game-based learning platform, Kahoot, used as educational technology in classrooms and other learning institutions. The company was launched in August 2013 in Norway. The game platform can be used to review students knowledge, for formative assessment or as a break from traditional classroom activities.

Teachers should develop the technological skill since there is age gap between them and students. In addition, students nowadays need learning activities which increase their fun, challenge, fantasy, and curiosity, so Kahoot here is highly recommended. 

2.      A Small Step to Unpacking Students’ Design Thinking Skill in Language Classes

The second workshop is delivered by Mr. Gumawang Jati and Ms. Finita dewi. The amazing presenters that have many ideas about technology for learning. In their workshop, they explained and practiced unpacking thinking skills with partcipants as students. in designing thinking skill, the first step they did is playing the video about a topic, asking the participants to brainstorm the ideas in group (make a tagline and some information about it), create the draft, post the result on Padlet, make the design of poster, share and get feedback from other group, and present the digital poster. Along with the technological use, we were asked to create the poster using the www.canva.com. This made us easy to make the design and share to others.

D.      Parallel Session

1.      Paulus Widiatmoko

“EFL Teacher’ Cognition on ICT: Relevance for Training and Professional Development”

This first presentation on iTell 2018 is super good in which the presenter told so many applications and websites for supporting learning activities. He stated that learning English should not always in the lab room. We can use mobile phone everywhere everytime through some free applications. Through such way, students can also take some benefits like improve their learning interest, creativity, etc.

2.      Ayu Astriani

“Integrating Video Blog in EFL Class for Teaching Speaking”

The presenter conducted research using blended learning in 4 weeks, 1 meeting for each week, so there were 4 meetings. After each meeting students are asked to make a video blog about the material they got or activity they did. The presenter found that students' fluency in speaking was improves through this technique. It indeed brought change to their speaking ability especially the fluency.

3.         Eny Kusumawati

“The Effect of Watching English Movies with Subtitles on ESP Students’ Content and Vocabulary Comprehension. A Study Conducted at an Indonesian Polytechnic Engineering”

In the paper, the presenter conducted a research in Politeknik Elektronika Negeri Surabaya with the sample of students as many as 56 students of 5^th semester in intermediate English proficiency level divided into 2 groups, experimental and control group. The data were collected through questionnaire to check students’ attitude toward the method, and quiz to check their English comprehension. There is pre-test and post-test for both groups. Both groups showed enthusiastic comprehension about the movie as their media for vocabulary comprehension. Both groups have significant development on movies’ vocabulary. But unfortunately, it did not follow with the comprehension, according to the statistical calculation, it proofed that the students’ comprehension did not develop as the other variables.

E. Conclusion

The conference is totally great. It greatly opened my mind to be the real millennial and to be able to use technology for learning tools. 21^st century students need such things so they are not only comprehend in English as material taught but also have other skills needed in 21^st century such as critical thinking, communication, collaboration and creativity. The use of ICT in classroom still have less attention of teachers of ELT who are still using the traditional method, so it needs to be popularize so that English can be a joyful subject for students.

F. Documentation