Exploring A Teacher Educator’s Experiences in Modeling TPACK to Create English Language Multimedia in Technology Courses
Abstract
TPACK framework as an established term for describing what teachers need to know to integrate
technology effectively into their teaching practices has been widely addressed by teachers and teacher
educators and it has been a flourishing field of investigation. However, teacher educators’ model in the context
of using varieties of software in exploiting the benefits of technology by looking at how the framework could be
implemented is restricted. Therefore the aim of this study is to explore a teacher educator’s experiences in
modeling his teaching and learning based on the TPACK framework using qualitative research into
biographical case study narrative. Two data collection techniques (i.e; interview and observation) were used to
support the data collection process. The findings of this study suggest that it is important for teacher educators
to incorporate Project Based Learning in TPACK and to combine varieties of software for creating English
language multimedia as it could develop both teacher educator’s and pre-service teachers’ knowledge on
content, technology, and pedagogy and their intersections. Furthermore, the use of blended learning would
allow pre-service teachers to directly see, learn, observe, and experience how to learn and how to teach English
using technology.