Abstract
The purpose of this paper is to explore teachers� Technological Pedagogical and Content Knowledge (TPACK) domains in planning digital tools-based activities. It discusses a small part of a major study that investigated Malaysian non-option ESL teacher�s flipped ESL instructional design of teaching and learning in their own classroom context. �Participants were involved in this case study. The miniscule analysis was done for a digital tool called Blendspace (a learning management system � LMS) in order to investigate teacher�s classroom activity plans. The digital tools introduced to the participants were meant to support their ESL flipped learning instructional design. Findings show that new input ameliorated the existing TK domain and made it developmental. This has resulted an improvised TPACK which I coined a term �Augmented TPACK� � an inclusive TPACK domains that consists of developmental TK and non-developmental PK and CK. Participants used Augmented TPACK to plan digital tools-based activity.
Highlights
This study is a miniscule and focused part of a bigger study about the design of ESL flipped instruction among non-options English Language teachers in Malaysia
Technological Pedagogical and Content Knowledge (TPACK) domains found emerged in two categories; (1) single domains and (2) combined domains
It is an inclusive TPACK domains that consists of developmental Technological Knowledge (TK) and non-developmental Pedagogical Knowledge (PK) and Content Knowledge (CK)
Summary
This study is a miniscule and focused part of a bigger study about the design of ESL flipped instruction among non-options English Language teachers in Malaysia. Many studies on flipped learning have never missed revealing digital tools that support the pedagogy (Zamzami & Halili, 2016). Flipped learning is another new comer in education trend (Szparagowski, 2014). The study was conducted in an online learning environment. An online course was created to support the environment. The online course designed for this study emerged from a needs analysis. It is found that 100% of the teachers were aware of the flipped learning initiative in the Malaysia
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