Designing A TPACK-Reflective Framework for Undergraduate Philology Programs

Teacher’ belief is essential in classroom practice because it is the principle that teachers hold to be true and the rationale of the attitude in the classroom. In applying the TPACK framework, the teacher has to believe in it. This study intended to reveal the story of an English teacher regarding her beliefs in the TPACK framework for teaching English in high school and reveal how these beliefs shaped during her teaching career. To collect the data, the researcher used a semi-structured interview, observations, and document analysis. The participant was an experienced English Teacher in a high school in Indonesia. A narrative inquiry with the thematic analysis was applied to analyze the interview data. The study revealed that the teacher holds several beliefs in the TPACK framework for teaching English. First, the TPACK framework will be a success when the technology, pedagogy, and content knowledge are well-balanced. Second, the teacher also believes that technology integration should facilitate students to learn English easier. The third, negotiation in classroom is important. These beliefs shaped through experiences, training, contextual factor, and classroom practice. The findings are beneficial input for English language teachers in the developing country dealing with the TPACK implementation in the classroom

The present study is an attempt to explore the professional development challenges faced by high school English teachers within the TPACK framework, particularly in the context of technology integration. By reviewing existing literature, this study identifies three primary challenges: the difficulty in incorporating technology into pedagogy and content knowledge, the lack of sufficient time and resources, and the psychological resistance to innovation. In response to these issues, the study proposes three strategies. First, focusing on tailored training programs and reflective activities to equip teachers with both the tools and mindset necessary for successful technology integration. Second, optimizing time and resources through personalization and collaboration, which emphasizes flexible, personalized learning pathways and encourages collaboration among teachers to make the best use of available resources. Third, advocating for gradual integration and supportive strategies, such as fostering a positive environment and establishing incentive mechanisms, to alleviate resistance. The study seeks to promote the successful implementation of the TPACK framework, enhancing the quality of high school English instruction and offering valuable support for teachers’ professional development.The findings not only offer practical solutions for integrating technology into pedagogy and content knowledge but also lay a theoretical foundation for the future application of educational technology.

Little is recognized regarding teachers’ beliefs about teaching with the appropriate framework integrating technology into language instruction, particularly during the COVID-19 outbreak. TPACK is a framework for apprehending knowledge domains required by EFL teachers nowadays. The preliminary study indicated that among the four English skills taught to middle school students, teaching writing was the most challenging. Therefore, it is essential to understand more about teachers’ beliefs regarding the practice of the TPACK framework in teaching writing. For that reason, This study aimed to (1) explore teachers' beliefs about the TPACK framework and (2) analyze classroom practices in teaching writing. This case study examined three teachers from different senior high schools in Indonesia of their beliefs about teaching writing with the TPACK framework and their classroom practices. A semi-structured interview was administered to explore their beliefs, while classroom observations focused on their classroom practices. The results demonstrated similarities and differences among teachers’ beliefs about learning objectives, teacher’s role, and assessment, while in classroom procedure and instructional material, teachers shared identical beliefs. Indeed, there was a majority of consistency between teachers’ beliefs and classroom practices of teaching writing with the TPACK framework. Despite its paramount consistency between teachers’ beliefs and classroom practices, the presence of the government to educate teachers is urgently needed, which can be in the form of virtual TPACK training. Then, this study may provide references for teaching writing with the TPACK framework that can adequately be applied during the COVID-19 outbreak and new normal.

The TPACK framework, which has been translated as Technological, Pedagogical and Content Knowledge is an essential theoretical reference model in initial training and teacher professional development programs for the integration of technology. This article seeks to reveal the keys, trends and recommendations of the incorporation of ICT in the teaching-learning process based on the findings of a systematic literature review on TPACK. This review has followed the PRISMA protocol with a default search equation. It is concluded that the TPACK framework is a valuable theoretical reference for the effectiveness of the integration of technology in the teaching-learning process and therefore, for its transformation and change. In addition, the training actions must place the teacher as a leading, active and participatory actor in decision-making for the integration of ICT. It is recommended to promote empirical research in various contexts and educational levels on ICT to establish the best training routes according to educational needs and characteristics.

The digital era demands Arabic language teachers to possess integrated competencies, encompassing Content Knowledge, Pedagogical Knowledge, and Technological Knowledge within the Technological Pedagogical Content Knowledge (TPACK) framework. This study aims to analyze the competencies of Arabic language teachers in Indonesia in addressing the challenges of the Society 5.0 era using a Systematic Literature Review (SLR) approach. The analysis was conducted on 17 relevant studies. The findings reveal that most teachers have adequate content and pedagogical knowledge; however, the integration of technology in teaching remains limited. Teachers tend to utilize technology at a basic level, such as for communication and information sources, without fully leveraging its potential to support innovative and interactive teaching. This study recommends structured TPACK training, improved access to technology, and the development of teacher communities to share best practices. These findings provide strategic guidance for enhancing the quality of Arabic language teaching to meet the needs of the digital era.

This study aims to implement an Earth and Space Science lecture program based on the TPACK framework to improve the skills in designing earth and space learning materials prepared for teaching at the elementary school level by integrating pedagogy and technology. The lecture program is structured based on 3 levels of the TPACK framework where at the first level 3 basic competencies are introduced, namely pedagogical knowledge (PK), content knowledge (CK), and technological knowledge (TK). At the next stage, lecture activities are designed by integrating two of the three basic knowledge, namely pedagogical content knowledge (PCK), technology pedagogical knowledge (TPK), and technology content knowledge (TCK). In the last stage, lecture activities were designed to combine the three basic knowledge aspects, namely technology pedagogical content knowledge (TPCK) into a learning video product. The results show an increase in the TPACK competence of prospective teachers in the medium category. In addition, based on an assessment of the resulting digital teaching products, the TPACK framework-based lecture program is able to facilitate the formation of the skills of prospective teachers in making teaching materials in terms of the appearance of the presentation of teaching materials, content management, and the integration of pedagogical strategies and technology in a good category.

This study explored the lived experiences, coping mechanisms, and perceptions of teachers on the assimilation of technology into teaching practices in selected private elementary schools in Talomo District, Davao City. Using a phenomenological design, the researcher conducted in-depth interviews (IDI) and focus group discussions (FGD) with ten purposively selected teachers. Findings revealed four major themes from their lived experiences: navigating the learning curve, transforming instructional delivery, strengthening autonomy and creativity, and emotional and professional growth. Teachers also employed key coping mechanisms such as self-directed learning, seeking support systems, and time management and prioritization. Their perceptions were grouped into three themes: perceived usefulness, perceived challenges, and attitudes toward technology use. Teachers saw technology as helpful in improving instruction, but also expressed concerns about training gaps, weak infrastructure, and time demands. Despite these, most teachers showed a strong willingness to adapt and reported increased confidence over time. The study’s results align with the TPACK framework by Mishra and Koehler (2006), emphasizing the integration of technological, pedagogical, and content knowledge. These insights suggest the need for holistic professional development, peer collaboration, and sustained leadership support. Overall, the study highlights that meaningful tech integration is possible when teachers are empowered and systems are responsive to their needs. Keywords: Technology Integration; Teaching Practices; TPACK Framework; Teacher Experiences; Coping Mechanisms

The research aims to investigate : (i) the reasons a practicum lecturer taught logical division paragraph with the TPACK framework (ii) how a practicum lecturer taught logical division paragraph with the TPACK framework (iii) the students’ response toward technologies in learning logical division paragraphs in the teaching practicum (iv) the students’ results of teaching logical division paragraphs with the TPACK framework. The study used a mixed method approach. The study results the reasons a practicum lecturer applying TPACK are students’ enthusiasm and students’ experiences in using TPACK. A practicum lecturer applied TPACK components in teaching writing such as using as Google Classroom, Padlet, Storybird, Kahoot, Canva, and Mentimeter as the Technology Knowledge, using process-based approach as Pedagogy Knowledge. and mastering the materials from Youtube and module. The use of technologies has positive responses from students. They argue that they like and interesting using technology while learning writing. The also argue that the use of technologies supports paperless. Teaching logical division paragraph with the TPACK framework is shown from the score as the result of the material. There are 35 students who have been taught with The TPACK Framework by a practicum lecturer with scoring rubric.

Research in the integration of technology and content knowledge using problem-based learning (PBL) is a challenge. Thus, the aim of this chapter is to describe experiences and lessons learned from integrating ERP-systems (enterprise resource planning systems) into economic topics course using PBL and cases created for the integration of technology and content knowledge in a business school setting. The mission was to develop the economic students’ analyzing abilities using a ERP-system as a pedagogical tool. A summary table describes how problem-based learning and cases were developed and used within collaboration among universities, colleagues, businesses, and students to accomplish integration of both technology and content knowledge. The experience was that students developed abilities to analyze technology from both theory and a deeper understanding of theory by analyzing technology. The lessons learned were that integration of technology and content knowledge using problem based learning and cases is a never-ending cooperative and learning process.

Research in the integration of technology and content knowledge using problem-based learning (PBL) is a challenge. Thus, the aim of this chapter is to describe experiences and lessons learned from integrating ERP-systems (enterprise resource planning systems) into economic topics course using PBL and cases created for the integration of technology and content knowledge in a business school setting. The mission was to develop the economic students’ analyzing abilities using a ERP-system as a pedagogical tool. A summary table describes how problem-based learning and cases were developed and used within collaboration among universities, colleagues, businesses, and students to accomplish integration of both technology and content knowledge. The experience was that students developed abilities to analyze technology from both theory and a deeper understanding of theory by analyzing technology. The lessons learned were that integration of technology and content knowledge using problem based learning and cases is a never-ending cooperative and learning process.

The Faculty of Education (FoE) at Tribhuvan University (TU) in Kathmandu, Nepal, has introduced peer feedback as a language teaching technique, however, the classroom practice of this technique has not yet been assessed. Therefore, I conducted this descriptive study to explore peer feedback practices in university-level English language classrooms. Four students from the Master in Education, Fourth Semester English specialization group at Prithvi Narayan Campus, Pokhara, under the FoE, TU, were purposively selected as participants. This study employed an open-ended questionnaire and classroom observation as tools for data collection. I coded and categorized the qualitative data and analyzed the data across four themes. The results revealed that peer feedback practices in the classroom offer both opportunities and challenges for students. On the one hand, peer feedback practices allow students to improve their English language skills, foster a collaborative and interactive culture, and develop the classroom as a learning community. It also helps to build confi dence among students. On the other hand, students misinterpret Feedback, if teachers do not provide adequate guidance. Therefore, the study emphasizes the need for integrating more peer feedback sessions with explicit instructions into the syllabus to ensure effective implementation and enhance English language learning for students.

This narrative review examines teacher professional development (TPD) in the digital age, particularly following the acceleration of digitalization during the COVID-19 pandemic. The study analyzes best practices, challenges, and strategies for effective TPD. Literature was collected from Scopus, Web of Science, and Google Scholar using keywords such as teacher professional development, technology integration, artificial intelligence in education, blended learning, and the TPACK framework. Inclusion criteria covered peer-reviewed studies from 2010 to 2025 focusing on digital competencies, pedagogical integration, and professional training outcomes. Findings highlight four themes: technology integration that enhances pedagogy and student outcomes; collaboration through professional learning communities that strengthen engagement; inequities in access and readiness, especially between urban and rural teachers; and ethical concerns, including professional identity in AI adoption. Systemic factors such as infrastructure, policies, and institutional culture strongly influence effectiveness. Although digital tools provide clear benefits, their potential is limited without supportive ecosystems. The discussion emphasizes sustainable, context-relevant training, collaborative environments, equitable access, and embedding ethics in TPD. Future research should prioritize longitudinal studies to assess long-term impacts. Overall, effective TPD is crucial for fostering inclusive, innovative, and ethically grounded education in the digital era.

Foreign language teacher education has been having a shift from a transmissive into a transformative and progressive perspective with which pre-service teachers (student teachers) have become more aware of their own learning, growth and progress since the beginnings of the 2000s, in particular. What transformative teacher education is designed for today is that a prospective teacher is to be aware of how they are learning to teach by themselves. Transformative teacher education focusses mainly on pre-service teachers’ awareness of how they are becoming a teacher and what is happening throughout their becoming since they can transfer all of that experience into their own future careers and their prospective students’ lives. With the integration of technology, we, teacher educators, have more opportunities today, to witness our student teachers’ (pre-service education teachers’) awareness situation and their stories of becoming teachers. Digital portfolios which provide them to save all of their written work as a digital copy throughout months, even years, help us be constant witnesses of their professional growth and development throughout the years they attend the faculty of education. This also gives way to make our evaluation from many different perspectives: we can see how they prepare their paper work as lesson plans, worksheets, reports, checklist and so on and besides, we can read their digital journals where they write their thoughts, opinions, ideas and feelings about their own practices, experience and learning, which would make their becoming stories a very humanistic cooperation and collaboration work. This paper intends to present a longitudinal research on the digital portfolio of pre-service (student) teachers of FLTE in a state university, İstanbul, Turkey for two years from 2015 to 2017. During their final years (year 4), approximately 120 student teachers kept a digital portfolio in which they saved their lesson plans, observation checklists, and teaching reports about and in a practicum course at the faculty and the practicum in primary and secondary schools in İstanbul. This paper evaluated the process and outcomes of these portfolios in terms of their contributions to the student teachers’ professional developments regarding pre-service teachers’ reported reflections. The results showed that the digital portfolios, especially their digital journals provided quite positive outcomes relevant to their awareness on their professional development.

The integration of digital technology in learning is an important demand in the digital era, but its success highly depends on teacher readiness as the main implementer. This study aims to analyze the readiness of teachers at SDN Cinangka 4 Depok in integrating digital technology, including technological competence, attitudes and perceptions, infrastructure availability, and barriers faced. The study used a mixed methods approach with an explanatory sequential design. Research subjects were 30 teachers at SDN Cinangka 4 Depok selected using total sampling technique. Data were collected through structured questionnaires, semi-structured interviews with 10 teachers, and classroom observations, then analyzed using descriptive-inferential statistics and thematic analysis. Results showed that the level of teacher technology competence was in the medium category (mean = 3.18), with 60% of teachers having medium competence, 27% low, and 13% high. Teachers had high competence in basic applications but low in LMS and digital content creation. There were significant differences based on age (F = 8.93, p = 0.001) with younger teachers being more competent. TPACK analysis showed teachers were strong in content and pedagogical knowledge but weak in technology integration. The majority of teachers (77%) had positive attitudes toward technology, but only 27% used it routinely, indicating a gap between attitudes and practice. Main barriers included infrastructure limitations (83%), lack of confidence (57%), and minimal technical support (77%). Technology use was still dominant at substitution and augmentation levels (83% and 77%) based on the SAMR model. The study concludes that teachers at SDN Cinangka 4 Depok require practical and contextual continuous training programs, infrastructure improvements, and technical support systems to enhance the effectiveness of technology integration in learning

Integrating technology effectively in the classroom is essential to ensure a beneficial learning experience for students. This study aimed to investigate teachers' integration of technology when teaching reading comprehension and the factors influencing their integration. The teachers' technology integration was assessed using the TPACK framework's lens. The research method used was a qualitative approach. In this study, two fifth-grade teachers in Barru Regency, South Sulawesi Province, Indonesia, became the research subjects. The data was collected by class observation, interview, and document analysis. The study found that teachers in this study mostly used PowerPoint presentations using a laptop and LCD when teaching reading comprehension. It was used primarily to show the lesson's objectives to be studied and reading texts to be read by students. This study indicated that their technology integration was influenced by how they view technology as a means to make teaching easier, combined with their limited strategies for teaching reading comprehension. The findings suggest teachers need support in understanding and implementing the TPACK framework to assist them in integrating technology into their lessons to provide learning experiences for students, particularly in reading comprehension.