Email this article Evaluating Kindergarten Teachers' Readiness for Technology-Integrated Pedagogy: An Analysis Based on the TPACK Framework
Abstract
Abstract: Objective: This study evaluates kindergarten (TK) teachers' readiness to implement technology-integrated pedagogy using the TPACK (Technological Pedagogical Content Knowledge) framework. The TPACK framework combines three key dimensions: content knowledge (CK), pedagogical knowledge (PK), and technological knowledge (TK). These dimensions are essential for teachers to design and implement practical learning experiences that leverage technology. Methodology: This study uses a descriptive quantitative approach involving 50 respondents, including 40 teachers and 10 principals from kindergarten/PAUD schools in three regencies/cities in West Java: Bekasi City, Bogor Regency, and Depok City. Data were collected through a questionnaire based on TPACK aspects, namely technological knowledge (TK), pedagogical knowledge (PK), content knowledge (CK), and the integration of all three dimensions (TPACK). The data were analyzed using statistical techniques to assess teachers' readiness for integrating technology into the learning process. Findings: The findings reveal that many teachers demonstrate strong readiness in content and pedagogical knowledge. However, there is a notable gap in their mastery of technology and its application in teaching. Age, teaching experience, and access to technology training significantly influence teachers' readiness to implement the TPACK framework. Conclusion: The study concludes that while teachers possess an adequate understanding of pedagogy and content, there is a pressing need to enhance their technological skills through ongoing training and support. The implications of this study emphasize the importance of developing training programs to improve technology-related competencies for kindergarten/PAUD teachers. Such initiatives are crucial to fostering innovative teaching practices that align with the demands of modern education.
Keywords: teacher readiness, pedagogy integrated technology, TPACK, education early childhood.
DOI: http://dx.doi.org/10.23960/jpp.v14.i3.2024149
Full Text:
PDFReferences
Afandi, MR, & Astuti, M. (2023). Social development of elementary school/islamic elementary school students and its implications for social behavior in learning. In At-Thullab Journal of Elementary School Teacher Education. https://doi.org/10.30736/atl.v7i1.1420
Ayuni, D., Marini, T., Fauziddin, M., & Pahrul, Y. (2020). Kindergarten teachers' readiness to face online learning during the covid-19 Pandemic. In Jurnal Obsesi Jurnal Pendidikan Anak Usia Dini. https://doi.org/10.31004/obsesi.v5i1.579
Budiarti, E. (2023). Effectiveness of smartphone use by parents in helping early childhood learning. 7 (5), 5553–5563. https://doi.org/10.31004/obsesi.v7i5.5165
Budiarti, E., Kurniawati, R., Amperawati, L., Rustatik, R., Andriani, A., &... (2022). Improving the cognitive aspect of children aged 5-6 through numeral literacy. Jurnal Scientia, 11 (2), 546–550.
Budiarti, E., & Yasmin Adar, S. (2023). Impact of digital media on social-emotional development in early childhood: a case study at TK Kartika XX-46 Kendari. Golden Age: Scientific Journal of Early Childhood Growth and Development, 8 (2), 89–98. https://doi.org/10.14421/jga.2023.82-04
Chaipidech, P., Srisawasdi, N., Kajornmanee, T., & Chaipah, K. (2022). A personalized learning system-supported professional training model for teachers' TPACK development. Computers and Education: Artificial Intelligence, 3 (March), 100064. https://doi.org/10.1016/j.caeai.2022.100064
Chakim, N., Iswati, HD, & Lolita, Y. (2023). Pre-service efl teachers' knowledge and practices of tpack at edu-tech classrooms: preparation for real-teaching practices. https://doi.org/10.2991/978-2-38476-152-4_54
Chua, J. H., & Jamil, H. (2012). Factors influencing the technological pedagogical content knowledge (TPACK) among TVET instructors in Malaysian TVET Institution. Procedia - Social and Behavioral Sciences, 69 (Iceepsy), 1539–1547. https://doi.org/10.1016/j.sbspro.2012.12.096
Dheasari, AE, & Fajriyah, L. (2022). Challenges of Parents in Educating Children in the Digital Era. In Al-Athfal Journal of Child Education. https://doi.org/10.46773/al-athfal.v3i1.417
Efriani, A., Zulkardi, Putri, RII, & Aisyah, N. (2023). Developing a learning environment based on science, technology, engineering, and mathematics for pre-service teachers of early childhood teacher education. Journal on Mathematics Education, 14 (4), 647–662. https://doi.org/10.22342/jme.v14i4.pp647-662
Hanifah, H. Asma Fadhilah, Aisyah, DS, & Karyawati, L. (2021). The impact of permissive parenting patterns on the social-emotional development of early childhood children. In Early Childhood Jurnal Pendidikan. https://doi.org/10.35568 /earlychildhood.v5i2.1323
Hartanti, J., Winarno, A., & Charamba, E. (2025). The effect of resilience and digital capabilities on students' adaptability to change moderated by organizational learning. Journal of Progressive Education, 14 (03). https://doi.org/10.23960/jpp.v14.i3.202410
Iswantiningtyas, V., Yulianto, D., & Utomo, HB (2022). Implementation of limited face-to-face learning and online learning in the new normal period for early childhood in kediri regency. Equilibrium Journal of Education, 10 (1), 30–38. https://doi.org/10.26618/equilibrium.v10i1.6372
Kirikçilar, R.G., & Yıldız, A. (2018). Technological pedagogical content knowledge (tpack) craft: utilization of the tpack when designing the geogebra activities. In Acta Didactica Napocensia. https://doi.org/10.24193/adn.11.1.8
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, A., & Jen, Y. H. (2015). Interactive whiteboard integration into music teaching and learning: preschool children as a case study. Procedia - Social and Behavioral Sciences, 177 (July 2014), 449–458. https://doi.org/10.1016/j.sbspro.2015.02.394
Liang, J. C., Chai, CS, Koh, J. H. L., Yang, C. J., & Tsai, C. C. (2013). Surveying in-service preschool teachers' technological pedagogical content knowledge. In Australasian Journal of Educational Technology. https://doi.org/10.14742/ajet.299
Liu, Q., Zhang, S., & Wang, Q. (2015). Surveying chinese in-service k12 teachers' technology, pedagogy, and content knowledge. In Journal of Educational Computing Research. https://doi.org/10.1177/0735633115585929
McDougall, T., & Phillips, M. (2024). Contextual considerations in TPACK: Collaborative processes in initial teacher education. Computers and Education Open, 7 (August), 100207. https://doi.org/10.1016/j.caeo.2024.100207
Najjari, R., Abbasian, G.R., & Yazdanimoghaddam, M. (2021). Assessment and development of iranian efl teachers' technological pedagogical content knowledge (TPACK). https://doi.org/10.21203/rs.3.rs-222355/v1
Nugraheni, T., & Pamungkas, J. (2022). Analysis of the implementation of arts learning in PAUD. In Early Childhood Research Journal (Ecrj). https://doi.org/10.23917/ecrj.v5i1.18689
Ozden, S.Y., Yang, H., Wen, H., & Shinas, V. H. (2024). Reflections from a teacher education course built on the TPACK framework: Examining the impact of the technology integration planning cycle on teacher candidates' TPACK development and practice. Social Sciences and Humanities Open, 9 (2102), 100869. https://doi.org/10.1016/j.ssaho.2024.100869
Pölzl-Stefanec, E., & Geißler, C. (2022). "Micro-steps" on the route to successful online professional development for Austrian Early Childhood Educators. International Journal of Educational Research, 115 (January). https://doi.org/10.1016/j.ijer.2022.102042
Qori'ah, M., Masitoh, S., & Setyowati, S. (2021). Teacher analysis in maintaining early childhood education learning governance during the Covid-19 Pandemic. In Jurnal Obsesi Jurnal Pendidikan Anak Usia Dini. https:/ /doi.org/10.31004/obsession.v6i1.1453
Ria Fajrin Rizqy Ana Ria, N., & Nourma Oktaviarini, N. (2022). Socialization and assistance on the impact of dagdet use on the community in boyolangu village. Kanigara, 2 (2), 382–388. https://doi.org/ 10.36456/kanigara.v2i2.5966
Rihlah, J., Machmudah, M., & Anggraeni, AR (2021). The impact of gadget use during the covid-19 pandemic on language and social development of children aged 5-6 years. In Early Childhood Jurnal Pendidikan. https://doi.org/10.35568/earlychildhood.v5i1.1204
Rustiana, S. (2023). Understanding the effects of gadget use on the formation of elementary school children's character. https://doi.org/10.31219/osf.io/pk8m4
Santos, J. M., & Castro, R. D. R. (2021). Technological Pedagogical content knowledge (TPACK) in action: Application of learning in the classroom by pre-service teachers (PST). Social Sciences and Humanities Open, 3 (1), 100110. https://doi.org/10.1016/j.ssaho.2021.100110
Saputro, YM, Inayati, NL, & Ali, M. (2023). Analysis of pedagogical and professional competence in utilizing technological pedagogical content knowledge (tpack) of islamic education teachers. https://doi.org/10.2991/978-2-38476-102-9_65
Shambare, B., & Simuja, C. (2024). Unveiling the TPACK pathways: Technology integration and pedagogical evolution in rural South African schools. Computers and Education Open, 7 (August), 100206. https://doi.org/10.1016/j.caeo.2024.100206
Siti Alipiyani, M., Asriadi, M., & Silawati, & E. (2024). The effect of using busy box creative little scientists on critical. Jurnal Pendidikan Progresif, 14 (03), 1617–1626. https:// doi.org/10.23960/jpp.v14.i
Su, J., Ng, D.T.K., & Chu, S.K.W. (2023). Artificial Intelligence (AI) literacy in early childhood education: the challenges and opportunities. Computers and Education: Artificial Intelligence, 4 (October 2022), 100124. https://doi.org/10.1016/j.caeai.2023.100124
Tondeur, J., Scherer, R., Siddiq, F., & Baran, E. (2019). Enhancing pre-service teachers' technological pedagogical content knowledge (TPACK): A Mixed-Method Study. Educational Technology Research and Development, 68 (1), 319–343. https://doi.org/10.1007/s11423-019-09692-1
Tschönhens, F., Backfisch, I., Fütterer, T., & Lachner, A. (2024). TPACK in action: contextual effects of pre-service and in-service teachers' knowledge structures for technology integration. Computers and Education Open, 7 (August), 100219. https://doi.org/10.1016/j.caeo.2024.100219
Yang, T., & Dong, C. (2024). What influences teachers' implementation of ICT in early childhood education? A qualitative exploration based on an ecological-TPACK framework. Computers and Education Open, 7 (January). https://doi.org/10.1016/j.caeo.2024.100228
Z, SPR, Mutya, MFT, Rahmi, R., & Muliati, R. (2022). The influence of gadgets on children's growth and development in early childhood. In Psyche 165 Journal. https://doi.org/10.35134/jpsy165.v15i4.201
Refbacks
- There are currently no refbacks.
Copyright (c) 2024 Jurnal Pendidikan Progresif
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
View My Stats
The copyright is reserved to The Jurnal Pendidikan Progresif that is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.