Abstract
<p class="0abstract">In Indonesia, educational technology courses have been offered in teacher preparation programs to equip students with theoretical knowledge and practical skill of utilizing technology in skill-based language teaching. Despite this, empirical studies focused on online training for EFL teacher candidates on using digital tools appropriately for pedagogical purposes and adjusting to traditional learning processes remain unexplored. Therefore, to address this gap, the present study attempts to investigate the design and implementation of a TPACK-in practice model to enhance students’ preparedness to face the rapidly-growing digital world and, more importantly, understand post-pandemic pedagogy. For this purpose, a qualitative case study was adopted. The data were obtained from multiple sources, including field notes, video-recorded classroom observation, one-on-one online interviews, and task documentation. The population of this research included 163 students in the 5<sup>th</sup> semester of the English Language Education Study Program of a university in <em>Yogyakarta</em>, Indonesia. We selected one class randomly, consisting of 40 pre-service English teachers during the odd semester of the 2020/2021 Academic Year. Findings demonstrate: 1) lesson activity-specific model in the educational technology course, 2) students’ reports on their hands-on learning experiences in designing teaching-learning activities with a variety of digital tools, 3) the perceived benefits of reviewing ed-tech apps, and 4) challenges encountered by students in completing their project. Finally, pedagogical implications are presented with proposed suggestions offered for future research directions in replicating the study.</p>
Highlights
The rapid advancement of technology has driven English language teaching to be more technology-oriented
Our four research questions of the study were as follows: 1. How was the design of the TPACK-in practice model implemented in the educational technology course?
Significant findings presented include: 1) lesson activity-specific model in the educational technology course, 2) students’ reports on their hands-on learning experiences in designing teaching-learning activities with a variety of digital tools, 3) the perceived benefits of reviewing ed-tech apps, and 4) challenges encountered by students in completing their project
Summary
The rapid advancement of technology has driven English language teaching to be more technology-oriented. It has brought several forms of disruptive innovation, such as the Internet of Things, augmented reality, big data, cloud platforms, and robotics combined with artificial intelligence. These forms of technology have a significant impact on the paradigm of the contemporary education sector across the world. The teaching-learning activities can be made more varied, interactive, fun, and challenging This aspect becomes a challenge and a new opportunity for both pre-service and in-service teachers in contemplating and contextualizing their roles so that they can keep up with the pace of the rapid technological development
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