Academic literature on the topic 'Vocational teachers In-service training Victoria Computer-assisted instruction Case studies'

This study aims to find empirical information about the effect of Technological Pedagogical Content Knowledge (TPACK), and Technology Integration Self Efficacy (TISE) on Teacher Readiness for Online Learning (TROL). This study uses a quantitative survey method with path analysis techniques. This study measures the readiness of kindergarten teachers in distance learning in Tanah Datar Regency, West Sumatra Province, Indonesia with a sampling technique using simple random sampling involving 105 teachers. Empirical findings reveal that; 1) there is a direct positive effect of Technology Integration Self Efficacy on Teacher Readiness for Online Learning; 2) there is a direct positive effect of PACK on Teacher Readiness for Online Learning; 3) there is a direct positive effect of Technology Integration Self Efficacy on TPACK. If want to improve teacher readiness for online learning, Technological Pedagogical Content Knowledge (TPACK) must be improved by paying attention to Technology Integration Self Efficacy (TISE). Keywords: TROL, TPACK, TISE, Early Childhood Education References: Abbitt, J. T. (2011). An Investigation of the Relationship between Self-Efficacy Beliefs about Technology Integration and Technological Pedagogical Content Knowledge (TPACK) among Preservice Teachers. Journal of Digital Learning in Teacher Education, 27(4), 134–143. Adedoyin, O. B., & Soykan, E. (2020). Covid-19 pandemic and online learning: The challenges and opportunities. Interactive Learning Environments, 1–13. https://doi.org/10.1080/10494820.2020.1813180 Adnan, M. (2020). Online learning amid the COVID-19 pandemic: Students perspectives. Journal of Pedagogical Sociology and Psychology, 1(2), 45–51. https://doi.org/10.33902/JPSP.2020261309 Alqurashi, E. (2016). Self-Efficacy in Online Learning Environments: A Literature Review. Contemporary Issues in Education Research (CIER), 9(1), 45–52. https://doi.org/10.19030/cier.v9i1.9549 Amir, H. (2016). Korelasi Pengaruh Faktor Efikasi Diri Dan Manajemen Diri Terhadap Motivasi Berprestasi Pada Mahasiswa Pendidikan Kimia Unversitas Bengkulu. Manajer Pendidikan, 10(4). Anderson, T. (2008). The theory and practice of online learning. Athabasca University Press. Anggraeni, N., Ridlo, S., & Setiati, N. (2018). The Relationship Between TISE and TPACK among Prospective Biology Teachers of UNNES. Journal of Biology Education, 7(3), 305–311. https://doi.org/10.15294/jbe.v7i3.26021 Ariani, D. N. (2015). Hubungan antara Technological Pedagogical Content Knowledge dengan Technology Integration Self Efficacy Guru Matematika di Sekolah Dasar. Muallimuna: Jurnal Madrasah Ibtidaiyah, 1(1), 79–91. Birisci, S., & Kul, E. (2019). Predictors of Technology Integration Self-Efficacy Beliefs of Preservice Teachers. Contemporary Educational Technology, 10(1). https://doi.org/10.30935/cet.512537 Bozkurt, A., Jung, I., Xiao, J., Vladimirschi, V., Schuwer, R., Egorov, G., Lambert, S. R., Al-freih, M., Pete, J., Olcott, D., Rodes, V., Aranciaga, I., Bali, M., Alvarez, A. V, Roberts, J., Pazurek, A., Raffaghelli, J. E., Panagiotou, N., Coëtlogon, P. De, … Paskevicius, M. (2020). UVicSPACE: Research & Learning Repository Navigating in a time of uncertainty and crisis. Asian Journal of Distance Education, 15(1), 1–126. Brinkley-Etzkorn, K. E. (2018). Learning to teach online: Measuring the influence of faculty development training on teaching effectiveness through a TPACK lens. The Internet and Higher Education, 38, 28–35. https://doi.org/10.1016/j.iheduc.2018.04.004 Butnaru, G. I., Niță, V., Anichiti, A., & Brînză, G. (2021). The effectiveness of online education during covid 19 pandemic—A comparative analysis between the perceptions of academic students and high school students from romania. Sustainability (Switzerland), 13(9). https://doi.org/10.3390/su13095311 Carliner, S. (2003). Modeling information for three-dimensional space: Lessons learned from museum exhibit design. Technical Communication, 50(4), 554–570. Cengiz, C. (2015). The development of TPACK, Technology Integrated Self-Efficacy and Instructional Technology Outcome Expectations of pre-service physical education teachers. Asia-Pacific Journal of Teacher Education, 43(5), 411–422. https://doi.org/10.1080/1359866X.2014.932332 Chou, P., & Ph, D. (2012). Effect of Students ’ Self -Directed Learning Abilities on Online Learning Outcomes: Two Exploratory Experiments in Electronic Engineering Department of Education. 2(6), 172–179. Crawford, J., Butler-Henderson, K., Rudolph, J., Malkawi, B., Burton, R., Glowatz, M., Magni, P. A., & Lam, S. (2020). COVID-19: 20 countries’ higher education intra-period digital pedagogy responses. Journal of Applied Learning & Teaching, 3(1). https://doi.org/10.37074/jalt.2020.3.1.7 Dolighan, T., & Owen, M. (2021). Teacher efficacy for online teaching during the COVID-19 pandemic. Brock Education Journal, 30(1), 95. https://doi.org/10.26522/brocked.v30i1.851 Dong, Y., Chai, C. S., Sang, G.-Y., Koh, J. H. L., & Tsai, C.-C. (2015). Exploring the Profiles and Interplays of Pre-service and In-service Teachers’ Technological Pedagogical Content Knowledge (TPACK) in China. International Forum of Educational Technology & Society, 18(1), 158–169. Donitsa-Schmidt, S., & Ramot, R. (2020). Opportunities and challenges: Teacher education in Israel in the Covid-19 pandemic. Journal of Education for Teaching, 46(4), 586–595. https://doi.org/10.1080/02607476.2020.1799708 Elas, N. I. B., Majid, F. B. A., & Narasuman, S. A. (2019). Development of Technological Pedagogical Content Knowledge (TPACK) For English Teachers: The Validity and Reliability. International Journal of Emerging Technologies in Learning (IJET), 14(20), 18. https://doi.org/10.3991/ijet.v14i20.11456 Ghozali, I. (2011). Aplikasi multivariate dengan program IBM SPSS 19. Badan Penerbit Universitas Diponegoro. Giles, R. M., & Kent, A. M. (2016). An Investigation of Preservice Teachers ’ Self-Efficacy for Teaching with Technology. 1(1), 32–40. https://doi.org/10.20849/aes.v1i1.19 Gil-flores, J., & Rodríguez-santero, J. (2017). Computers in Human Behavior Factors that explain the use of ICT in secondary-education classrooms: The role of teacher characteristics and school infrastructure. Computers in Human Behavior, 68, 441–449. https://doi.org/10.1016/j.chb.2016.11.057 Habibi, A., Yusop, F. D., & Razak, R. A. (2019). The role of TPACK in affecting pre-service language teachers’ ICT integration during teaching practices: Indonesian context. Education and Information Technologies. https://doi.org/10.1007/s10639-019-10040-2 Harris, J. B., & Hofer, M. J. (2011). Technological Pedagogical Content Knowledge (TPACK) in Action. Journal of Research on Technology in Education, 43(3), 211–229. https://doi.org/10.1080/15391523.2011.10782570 Hatlevik, I. K. R., & Hatlevik, O. E. (2018). Examining the relationship between teachers’ ICT self-efficacy for educational purposes, collegial collaboration, lack of facilitation and the use of ICT in teaching practice. Frontiers in Psychology, 9(JUN), 1–8. https://doi.org/10.3389/fpsyg.2018.00935 Hung, M. L. (2016). Teacher readiness for online learning: Scale development and teacher perceptions. Computers and Education, 94, 120–133. https://doi.org/10.1016/j.compedu.2015.11.012 Hung, M. L., Chou, C., Chen, C. H., & Own, Z. Y. (2010). Learner readiness for online learning: Scale development and student perceptions. Computers and Education, 55(3), 1080–1090. https://doi.org/10.1016/j.compedu.2010.05.004 Juanda, A., Shidiq, A. S., & Nasrudin, D. (2021). Teacher Learning Management: Investigating Biology Teachers’ TPACK to Conduct Learning During the Covid-19 Outbreak. Jurnal Pendidikan IPA Indonesia, 10(1), 48–59. https://doi.org/10.15294/jpii.v10i1.26499 Karatas, M. A.-K. (2020). COVID - 19 Pandemisinin Toplum Psikolojisine Etkileri ve Eğitime Yansımaları. Journal of Turkish Studies, Volume 15(Volume 15 Issue 4), 1–13. https://doi.org/10.7827/TurkishStudies.44336 Kaymak, Z. D., & Horzum, M. B. (2013). Relationship between online learning readiness and structure and interaction of online learning students. Kuram ve Uygulamada Egitim Bilimleri, 13(3), 1792–1797. https://doi.org/10.12738/estp.2013.3.1580 Keser, H., Karaoğlan Yılmaz, F. G., & Yılmaz, R. (2015). TPACK Competencies and Technology Integration Self-Efficacy Perceptions of Pre-Service Teachers. Elementary Education Online, 14(4), 1193–1207. https://doi.org/10.17051/io.2015.65067 Kim, J. (2020). Learning and Teaching Online During Covid-19: Experiences of Student Teachers in an Early Childhood Education Practicum. International Journal of Early Childhood, 52(2), 145–158. https://doi.org/10.1007/s13158-020-00272-6 Koehler, M. J., Mishra, P., & Cain, W. (2013). What is Technological Pedagogical Content Knowledge (TPACK)? Journal of Education, 193(3), 13–19. https://doi.org/10.1177/002205741319300303 Lee, Y., & Lee, J. (2014). Enhancing pre-service teachers’ self-efficacy beliefs for technology integration through lesson planning practice. Computers and Education, 73, 121–128. https://doi.org/10.1016/j.compedu.2014.01.001 Mallillin, L. L. D., Mendoza, L. C., Mallillin, J. B., Felix, R. C., & Lipayon, I. C. (2020). Implementation and Readiness of Online Learning Pedagogy: A Transition To Covid 19 Pandemic. European Journal of Open Education and E-Learning Studies, 5(2), 71–90. https://doi.org/10.46827/ejoe.v5i2.3321 Mishra, P. (2019). Considering Contextual Knowledge: The TPACK Diagram Gets an Upgrade. Journal of Digital Learning in Teacher Education, 35(2), 76–78. https://doi.org/10.1080/21532974.2019.1588611 Moorhouse, B. L. (2020). Adaptations to a face-to-face initial teacher education course ‘forced’ online due to the COVID-19 pandemic. Journal of Education for Teaching, 46(4), 609–611. https://doi.org/10.1080/02607476.2020.1755205 Mulyadi, D., Wijayatingsih, T. D., Budiastuti, R. E., Ifadah, M., & Aimah, S. (2020). Technological Pedagogical and Content Knowledge of ESP Teachers in Blended Learning Format. International Journal of Emerging Technologies in Learning (IJET), 15(06), 124. https://doi.org/10.3991/ijet.v15i06.11490 Murtaza, G., Mahmood, K., & Fatima, N. (2021). Readiness for Online Learning during COVID-19 pandemic: A survey of Pakistani LIS students The Journal of Academic Librarianship Readiness for Online Learning during COVID-19 pandemic: A survey of Pakistani LIS students. The Journal of Academic Librarianship, 47(3), 102346. https://doi.org/10.1016/j.acalib.2021.102346 Mustika, M., & Sapriya. (2019). Kesiapan Guru IPS dalam E-learning Berdasarkan: Survei melalui Pendekatan TPACK. 32–35. https://doi.org/10.1145/3306500.3306566 Niess, M. L. (2011). Investigating TPACK: Knowledge Growth in Teaching with Technology. Journal of Educational Computing Research, 44(3), 299–317. https://doi.org/10.2190/EC.44.3.c Oketch, & Otchieng, H. (2013). University of Nairobi, H. A. (2013). E-Learning Readiness Assessment Model in Kenyas’ Higher Education Institutions: A Case Study of University of Nairobi by: Oketch, Hada Achieng a Research Project Submitted in Partial Fulfillment of the Requirement of M. October. Pamuk, S., Ergun, M., Cakir, R., Yilmaz, H. B., & Ayas, C. (2015). Exploring relationships among TPACK components and development of the TPACK instrument. Education and Information Technologies, 20(2), 241–263. https://doi.org/10.1007/s10639-013-9278-4 Paraskeva, F., Bouta, H., & Papagianni, A. (2008). Individual characteristics and computer self-efficacy in secondary education teachers to integrate technology in educational practice. Computers and Education, 50(3), 1084–1091. https://doi.org/10.1016/j.compedu.2006.10.006 Putro, S. T., Widyastuti, M., & Hastuti, H. (2020). Problematika Pembelajaran di Era Pandemi COVID-19 Stud Kasus: Indonesia, Filipina, Nigeria, Ethiopia, Finlandia, dan Jerman. Geomedia Majalah Ilmiah Dan Informasi Kegeografian, 18(2), 50–64. Qudsiya, R., Widiyaningrum, P., & Setiati, N. (2018). The Relationship Between TISE and TPACK among Prospective Biology Teachers of UNNES. Journal of Biology Education, 7(3), 305–311. https://doi.org/10.15294/jbe.v7i3.26021 Reflianto, & Syamsuar. (2018). Pendidikan dan Tantangan Pembelajaran Berbasis Teknologi Informasi di Era Revolusi Industri 4.0. Jurnal Ilmiah Teknologi Pendidikan, 6(2), 1–13. Reski, A., & Sari, K. (2020). Analisis Kemampuan TPACK Guru Fisika Se-Distrik Merauke. Jurnla Kreatif Online, 8(1), 1–8. Ruggiero, D., & Mong, C. J. (2015). The teacher technology integration experience: Practice and reflection in the classroom. Journal of Information Technology Education, 14. Santika, V., Indriayu, M., & Sangka, K. B. (2021). Profil TPACK Guru Ekonomi di Indonesia sebagai Pendekatan Integrasi TIK selama Pembelajaran Jarak Jauh pada Masa Pandemi Covid-19. Duconomics Sci-Meet (Education & Economics Science Meet), 1, 356–369. https://doi.org/10.37010/duconomics.v1.5470 Semiz, K., & Ince, M. L. (2012). Pre-service physical education teachers’ technological pedagogical content knowledge, technology integration self-efficacy and instructional technology outcome expectations. Australasian Journal of Educational Technology, 28(7). https://doi.org/10.14742/ajet.800 Senthilkumar, Sivapragasam, & Senthamaraikannan. (2014). Role of ICT in Teaching Biology. International Journal of Research, 1(9), 780–788. Setiaji, B., & Dinata, P. A. C. (2020). Analisis kesiapan mahasiswa jurusan pendidikan fisika menggunakan e-learning dalam situasi pandemi Covid-19 Analysis of e-learning readiness on physics education students during Covid-19 pandemic. 6(1), 59–70. Siagian, H. S., Ritonga, T., & Lubis, R. (2021). Analisis Kesiapan Belajar Daring Siswa Kelas Vii Pada Masa Pandemi Covid-19 Di Desa Simpang. JURNAL MathEdu (Mathematic Education Journal), 4(2), 194–201. Sintawati, M., & Indriani, F. (2019). Pentingnya Technological Pedagogical Content Knowledge (TPACK) Guru di Era Revolusi Industri 4.0. Seminar Nasional Pagelaran Pendidikan Dasar Nasional (PPDN), 1(1), 417–422. Sojanah, J., Suwatno, Kodri, & Machmud, A. (2021). Factors affecting teachers’ technological pedagogical and content knowledge (A survey on economics teacher knowledge). Cakrawala Pendidikan, 40(1), 1–16. https://doi.org/10.21831/cp.v40i1.31035 Subhan, M. (2020). Analisis Penerapan Technological Pedagogical Content Knowledge Pada Proses Pembelajaran Kurikulum 2013 di Kelas V. International Journal of Technology Vocational Education and Training, 1(2), 174–179. Sum, T. A., & Taran, E. G. M. (2020). Kompetensi Pedagogik Guru PAUD dalam Perencanaan dan Pelaksanaan Pembelajaran. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 4(2), 543. https://doi.org/10.31004/obsesi.v4i2.287 Suryawati, E., Firdaus, L. N., & Yosua, H. (2014). Analisis keterampilan technological pedagogical content knowledge (TPCK) guru biologi SMA negeri kota Pekanbaru. Jurnal Biogenesis, 11(1), 67-72. Suyamto, J., Masykuri, M., & Sarwanto, S. (2020). Analisis Kemampuan Tpack (Technolgical, Pedagogical, and Content, Knowledge) Guru Biologi Sma Dalam Menyusun Perangkat Pembelajaran Materi Sistem Peredaran Darah. INKUIRI: Jurnal Pendidikan IPA, 9(1), 46. https://doi.org/10.20961/inkuiri.v9i1.41381 Tiara, D. R., & Pratiwi, E. (2020). Pentingnya Mengukur Kesiapan Guru Sebagai Dasar Pembelajaran Daring. Jurnal Golden Age, 04(2), 362–368. Trionanda, S. (2021). Analisis kesiapan dan pelaksanaan pembelajaran matematika jarak jauh berdasarkan profil TPACK di SD Katolik Tanjungpinang tahun ajaran 2020 / 2021. In Prosiding Seminar Nasional Matematika Dan Pendidikan Matematika, 6, 69–76. Tsai, C.-C., & Chai, C. S. (2012). The ‘third’-order barrier for technology-integration instruction: Implications for teacher education. Australasian Journal of Educational Technology, 28(6). https://doi.org/10.14742/ajet.810 Wahyuni, F. T. (2019). Hubungan Antara Technological Pedagogical Content Knowledge (Tpack) Dengan Technology Integration Self Efficacy (Tise) Guru Matematika Di Madrasah Ibtidaiyah. Jurnal Pendidikan Matematika (Kudus), 2(2), 109–122. https://doi.org/10.21043/jpm.v2i2.6358 Wang, L., Ertmer, P. 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Modeling of relations between K-12 teachers’ TPACK levels and their technology integration self-efficacy, technology literacy levels, attitudes toward technology and usage objectives of social networks. Interactive Learning Environments, 1–27. https://doi.org/10.1080/10494820.2019.1619591 Yudha, F., Aziz, A., & Tohir, M. (2021). Pendampingan Siswa Terdampak Covid-19 Melalui Media Animasi Sebagai Inovasi Pembelajaran Online. JMM (Jurnal Masyarakat Mandiri), 5(3), 964–978. Yurdugül, H., & Demir, Ö. (2017). An investigation of Pre-service Teachers’ Readiness for E-learning at Undergraduate Level Teacher Training Programs: The Case of Hacettepe University. The Case of Hacettepe University.

The teaching model in Open Distance Learning is moving towards fully integrated information and communication technology applications, therefore, academic lecturers need to have a strong comfort level with the use of technology tools. The academic lecturers are qualified and experienced subject matter experts but this does not translate to having the necessary technical competencies to do online teaching. They consequently could experience feelings of incompetency to facilitate courseware on a technology platform. The study identified the factors that influence the user experience when using a Learning Management System (LMS) in an academic institution. The research design comprises a convergent, parallel design mixed-method case study. A literature review was conducted to abstract the factors that influence the user experience into a conceptual framework. An expert review was conducted to validate the conceptual framework and then a questionnaire-driven survey was performed. The quantitative analysis of the survey results revealed that eight of the nine factors proposed in the conceptual framework do have an influence on the perceived user experience of the academic when using the LMS. The qualitative analysis revealed that all nine of the identified factors do have an influence on the perceived user experience of the academic when using the LMS. The contribution of this study is to present a conceptual framework of the factors that influence the user experience of the academic when using an LMS to improve our understanding of the experience of the academic and the practical challenges involved for academics that have to facilitate learning in an online environment The findings should be of interest to developers of LMSs and to institutions in support and training of academics that have to use the LMS.
School of Computing
M. Sc. (Computing)

The evolution of technologies used for learning in open distance learning (ODL) has compelled academics to upgrade their teaching skills and competencies in order to teach in an ever-changing environment. While the earlier ODL generations were characterised by the use of written, printed texts, radio, television, print media and postal services, the current generations are characterised by the use of information and communication technologies (ICT) to enhance teaching and learning. This study explored the experiences of academics who participated in the staff development courses for innovative teaching and learning at the University of South Africa. To explore the experiences, a qualitative research design of a phenomenological genre was adopted. Using interviews, data was collected from six purposively selected academics and analysed following Giorgi’s phenomenological methods. The academics’ experiences and concerns provided some insight into their development needs and how they would have liked to have been developed for innovative teaching. It emerged that staff development provided valuable knowledge, skills and competencies, enabling and promoting innovative forms of e-teaching and learning. These experiences and concerns were synthesised into a staff development framework consisting of four phases: Orientation; Learning; Acquisition of skills and Competencies; and Performance indicating that effective staff development requires that participants are initially orientated to the training programme before exposure to authentic learning activities. Through this exposure they acquire the vital online teaching skills and competencies thereby enhancing their performance as online teachers. The staff development framework indicated further that for effective staff development to take place, the different phases should not only be supported by university management but also by an evaluation mechanism to establish whether the objectives in each phase have been achieved. It also emerged that time played an important role in staff development, as the duration of each phase and the development intervention as a whole affects how well academics are able to acquire and perfect their teaching skills.
Curriculum and Instructional Studies
D. Ed. (Curriculum Studies)

Information and Communication Technology (ICT) has been used widely across the globe for the purpose of improving the quality of both basic and higher education. Lately, different kinds of technologies, such as smart boards, have been incorporated into the teaching and learning process with the aim to contribute to the effectiveness of teaching and learning outcomes. The main aim of this study was to investigate the integration of smart boards by secondary school teachers in the Tshwane West district (Gauteng province) in their business studies teachings. The study focused on the teachers’ perspectives, the challenges they experienced, and the support they required for the integration of smart boards in the classroom. The study used a qualitative research approach to gather and analyse data. Using a multiple case study design, 5 business studies teachers were purposive sampled based on their experience on the use of smart boards. Both semi-structured interviews and non-participant observations were used to collect evidence. Technological and Pedagogical Content Knowledge (TPACK) was used as a framework by which to understand the study. The four pillars of trustworthiness (credibility, transferability, confirmability, and dependability) were applied to ensure trustworthiness of the study results. The ethics guidelines (voluntarily participation, anonymity, confidentiality, and informed consent) were also taken into consideration and applied. The main research question for this study was: How do secondary school teachers integrate smart boards in teaching business studies in the Tshwane West district? The findings suggested that business studies teachers have positive perspectives on the integration of smart boards with the belief that smart boards make their teaching easier and allow them to incorporate a variety of audio and visual material into a lesson. The findings also revealed that teachers face various challenges, such as smart board malfunctioning, computer viruses, and limited time given for the integration of smart boards in the classroom. From the findings, it was clear that teachers had received professional development training on smart board integration, but that the training was inadequate. Despite the challenges that business studies teachers face during the integration of smart boards, the findings of this study indicated that teachers still had an interest in and were willing to integrate smart boards into the classroom. The study recommended that teachers should be provided with sufficient professional development on the integration of smart boards in a business studies classroom, which would improve the level of competency of teachers on smart board integration in the teaching and learning process.
Curriculum and Instructional Studies
M. Ed. (Curriculum Studies)