CRITICAL JOURNAL REPORT

( DIGITAL LITERACY )

RIFKA ALFINA 2202421006

ALDI MAULANA 22PMM208
ELSA AUDREY NASUTION 2203321048
LEONARDO BANJARNAHOR 2203121066
NIARIJA HARAHAP 2203121082
EGI OFANTA KABAN 2203321020
ZIZILIA M. DJAMI RIWU 22PMM257
RISDO ARYOGI 2203121085

LECTURER :

Dr. Isli Iriani I. Pane, S.Pd, M.Hum.

ENGLISH EDUCATION STUDY PROGRAM

DEPARTMENT OF ENGLISH AND LITERARURE

FACULTY OF LANGUAGE AND ART

THE STATE UNIVERSITY OF MEDAN

2022
Exploring the TPACK of Taiwanese secondary school science teachers
using a new contextualized TPACK model

1. Introduction
The article "Exploring the TPACK of Taiwanese secondary school science
teachers using a new contextualized TPACK model" by Syh-Jong Jang from Chung-
Yuan Christian University, Taiwan and Meng-Fang Tsai from National Cheng Kung
University, Taiwan published in Australasian Journal of Educational Technology, 2013,
29(4) is a great and interesting article. Because this study was to explore TPACK of
secondary school science teachers using a new contextualized TPACK model. The
TPACK questionnaire was mailed to secondary schools randomly selected across
different parts of Taiwan, and return envelopes were provided for completed
questionnaires. The results indicated that secondary science teachers' TPACK was
statistically significant according to gender and teaching experience. In our opinion, this
chosen topic is very suitable in today's era, because TPACK is an essential part of today's
education system, as it combines the growing need for the use of technology in the
classroom, while continuing to focus on content and how we teach it. Also, this article
explains "How gender and teaching experience were influential factors for secondary
school science teachers' TPACK?", with the findings that can be used as a reference for
aspects of dealing with teacher shortages in implementing TPACK in the classroom.
TPACK were also examined according to gender and teaching experience.

2. Summary

This study was explored and conducted to examine the TPACK of in-service
secondary school science teachers by employing a TPACK questionnaire developed by
Jang and Tsai (2012). The researcher have emphasized the importance of effective use of
technology in scientific teaching and learning. The researcher also think that through the
use of technology, students' scientific investigations and reasoning can be constructively
developed and help students connect constructed knowledge to practical work.
Shulman (1986) claimed when studying teachers' knowledge of professional
development, we should combine the domains of content and pedagogy, rather than
looking at each particular domain separately. He further proposed the PCK model
consisting of pedagogical knowledge (PK), content knowledge (CK), and pedagogical
content knowledge (PCK). Content knowledge (CK) in any subject refers to "the amount
and organization of knowledge per se in the mind of the teacher" (Shulman, 1986, p. 9).
This knowledge includes not only facts and concepts but also the structures and rules that
incorporate those facts and concepts. In teaching practice, CK enables teachers to select
course units appropriate to students, articulate key concepts and their relationships, and
answer student questions correctly. In essence, CK provides the foundation for PCK.
PCK is the knowledge that science teachers use to transform their content knowledge
and help their students develop a deep understanding of specific subject matter (Shulman,
1986). This subject specific knowledge results from an interaction among teachers'
pedagogical knowledge, knowledge of context, and content knowledge (Grossman,
1990). TK is knowledge about PowerPoint, multimedia, interactive whiteboards and more
advanced technologies, such as the Internet, digital video, etc. This involves the skills
required to operate particular technologies. The science teachers' TPACK has been
examined through a TPACK questionnaire and the results indicated that teachers'
perceptions on TPC correlated positively with the other six TPACK sub-components (i.e.,
TK, PK, CK, TCK, TPK, PCK, and TPC, Lin et al., 2013).
This study is extended from an empirical study conducted to develop a contextualized
TPACK model (Jang & Tsai, 2012). The TPACK model was verified in a different
context with in-service secondary school science teachers, and the factorial analytical
results confirmed the TPACK model by extracting four TPACK sub-components (i.e.,
CK, PCKCx, TK, TPCKCx), which are the same as the components in the study of
elementary school mathematics and science teachers.
The percentage of the report on use or no use of computer technology indicated that a
majority of secondary school science teachers (94.6%) in Taiwan used computer
technology in their science teaching. Although secondary school science teachers
perceived their CK, PCKCx, TK and TPCKCx all above the average of three, they rated
their TK and TPCKCx lower than CK and PCKCx. The interpretation of the finding
could be that secondary school science teachers were more confident in their content and
pedagogical knowledge but were less confident in their technological knowledge itself as
well as its relation to content and pedagogical knowledge. Therefore, secondary school
science teachers still have potential to develop the skills to effectively integrate
technology with content and/or pedagogy knowledge in science teaching.
 3. EVALUATION

Positive

 The author has achieved the goal of the TPACK model. In the gap, the author chose
the Shulman (1986) statement about the TPACK model. Similar to the author's
finding, the TPACK model was verified in a different context with in-service
secondary school science teachers, and the factorial analytical results confirmed the
TPACK model by extracting four TPACK sub-components (i.e., CK, PCKCx, TK,
TPCKCx), which are the same as the components in the study of elementary school
mathematics and science teachers.
 Some research indicated significant differences according to gender in technological
knowledge. Related to the findings of the authors’, the author also found gender
differences exist in technological knowledge.
 The journal brought up interesting topic which is T-PACK for these days 21st century
and digital stuff everything use technology and always requires new innovation.
 The journal provided an apt explanation about how T-PACK is implemented in the
secondary school in Taiwan and also provided a lot of data sources so this finding is
accurate and reliable.

Negative

 There is no explicit abstract written in this journal, in our opinion, it should have been
put and written clearly as "abstract" in the journal and yet, the author didn't provide it.
 The author could not draw clear conclusions about the differences in teaching
experiences between young and old teachers and the reasons behind the differences.
Therefore, further studies need to be conducted to examine how experienced and
novice teachers differ for CK, PCKCx, TK, and TPCKCx.
 The author also did not provide the previous research to strengthen the research. In
addition, since the author put 2 research questions, it would have been better if the
author put the 2 suggestions after the conclusion yet the author did not put it.
 4. CONCLUSION

This article contains information that is so important to the world of education in the 21st
century, which is related to the use of technology, especially TPack. For myself this article
will be useful to add to our insight into TPack, especially for me, prospective educators in the
future.

Although this article has shortcomings that need to be rebuilt by the author, but this
articile is far more useful for its use. In my opinion this article is very suitable for use by
prospective teachers in this 21st century era. The use of TPACK is very important for the
implications of education and general public, especially in this era of 21, all people are
involved with technology, so it can be concluded as a teacher and prospective teacher, so we
must further enhance our technological skills to achieve the desired learning goals.