Sunday, April 8, 2018

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.








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