Technological Pedagogical Content Knowledge (TPACK) and Digital E-Scaffolding for Special School Teachers

Wiwik Widajati, Siti Mahmudah
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Abstract

21st century learning requires Special School teachers to have knowledge and skills in implementing technology-based learning strategies to facilitate and facilitate student learning and improve learning outcomes. This study aims to analyze the ability of Technological Pedagogical Content Knowledge (TPACK) and digital e-scaffolding in Special School teachers. This type of research used descriptive quantitative. The sample in this research is Special School teachers. Data collection using a questionnaire. Data analysis using descriptive statistics. The results showed that the ability of Special School teachers to integrate and utilize TPACK and computer and internet-based digital e-scaffolding for learning students with disabilities was in the good category. The results of this study show that 78% of Special School teachers have been able to utilize TPACK and digital e-scaffolding in learning for students with disabilities. TPACK skills and digital e-scaffolding are needed by Special School teachers to integrate and utilize technology that supports the learning of students with disabilities. The novelty of this research is to simultaneously analyze TPACK and e-scaffolding because much research has been done on TPACK but research on TPACK and digital e-scaffolding is still limited.
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特殊学校教师的技术教学内容知识(TPACK)和数字电子支架
21 世纪的学习要求特殊学校教师具备实施基于技术的学习策略的知识和技能,以促进和推动学生的学习,提高学习成果。本研究旨在分析特殊学校教师的技术教学内容知识(TPACK)和数字电子支架的能力。本研究采用描述性定量研究。研究样本为特殊学校教师。使用调查问卷收集数据。使用描述性统计进行数据分析。结果显示,特殊学校教师整合和利用 TPACK 以及基于计算机和互联网的数字化电子教具促进残疾学生学习的能力属于良好类别。研究结果表明,78%的特殊学校教师能够在残疾学生的学习中运用专业知识库和数字化电子教具。特殊学校教师需要掌握 TPACK 技能和数字电子支架,以整合和利用支持残疾学生学习的技术。本研究的新颖之处在于同时分析 TPACK 和电子支架,因为关于 TPACK 的研究已经很多,但关于 TPACK 和数字电子支架的研究仍然有限。
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发文量
10
审稿时长
4 weeks
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