文章基本信息

标题：The Integration of Techno-Pedagogical Approach in Teaching and Learning among Lecturers in Public Universities in Malaysia
本地全文：下载
作者：Mohammad Mubarrak Mohd Yusof ; Nor Aziah Alias ; Johan @ Eddy Luaran 等
期刊名称：International Journal of Academic Research in Business and Social Sciences
电子版ISSN：2222-6990
出版年度：2019
卷号：9
期号：13
页码：232-250
DOI：10.6007/IJARBSS/v9-i13/6258
语种：English
出版社：Human Resource Management Academic Research Society
摘要：The dynamism of the technological world has resulted in overwhelming resources, enriching the process of meaning making and information gaining. Such facets surround the growth of present students, forming the "new millennium learners". These learners are associated with different expectations of meaningful learning. With the immense potential technology holds in innovating educational practices, there is a need for educators to master the techno-pedagogical content knowledge (TPK) alongside with the subject matter to be taught. TPK is a framework encompasses two different types of knowledge, namely technological knowledge and pedagogical knowledge. As a fragment of the knowledge areas making up Techno-Pedagogical Content Knowledge by Mishra & Koehler (2006), TPK is a staple skill for the 21st century educators. This is especially true when the educational landscape nowadays is overwhelmed with vast array of digital devices. Other than that, there is also a need for teachers to be creative in using their techno-pedagogy skills, referring to the ability of the teachers to make lesson interesting though technological and imaginative approaches. The study attempts (1) to study the current level of techno-pedagogical knowledge among lecturers in public universities in Malaysia.(2) To study how techno-pedagogical knowledge help lectures in integrating blended learning into their teaching and learning process.(3) To study the impact of techno-pedagogical approach in teaching and learning in Public universities in Malaysia. This study will be carried out using quantitative and qualitative approaches where two different questionnaires on techno-pedagogy and pedagogical creativity will be distributed to a large number of lectures. In-depth interviews and observation will be conducted with selected lecturers to provide further insights on the data collected. It is hoped that the findings of this study can provide further insights on the need to emphasize on the techno-pedagogical skills and consequently, improve the current TPK courses available for lecturers.