Technology and Pedagogic Trend of Education Process for Teachers in PGRI Organization

Muhammad Rusdil Fikri, Unifah Rosyidi, Siti Zulaikha

Abstract


This study aims to determine the pedagogic concepts related to technology to implement the teacher education process in the PGRI (Persatuan Guru Republik Indonesia) organization. Pedagogy in the global era requires a combination of technology for teaching and learning activities. The research method is qualitative through descriptive evaluative. Data collection techniques consist of interviews, observation, and documentation. Data analysis techniques include the reduction process data, data presentation, drawing conclusions and triangulation. The results showed that the PGRI organization had six programs to improve pedagogic competence, namely training, seminars, building partnerships, developing learning media, optimizing subject teacher group associations, and building social awareness. Various programs provide many activities related to pedagogy and technology.


Keywords


Education, Pedagogic, PGRI Organization, Technology

Full Text:

PDF

References


Avidov-Ungar, O., & Forkosh-Baruch, A. (2018). Professional identity of teacher educators in the digital era in light of demands of pedagogical innovation. Teaching and Teacher Education, 73, 183–191. https://doi.org/10.1016/j.tate.2018.03.017

Backfisch, I., Scherer, R., Siddiq, F., Lachner, A., & Scheiter, K. (2021). Teachers’ technology use for teaching: Comparing two explanatory mechanisms. Teaching and Teacher Education, 104, 103390. https://doi.org/10.1016/j.tate.2021.103390

Blau, I., Shamir-Inbal, T., & Avdiel, O. (2020). How does the pedagogical design of a technology-enhanced collaborative academic course promote digital literacies, self-regulation, and perceived learning of students? Internet and Higher Education, 45, 100722. https://doi.org/10.1016/j.iheduc.2019.100722

Davis, E. A., Beyer, C., Forbes, C. T., & Stevens, S. (2011). Understanding pedagogical design capacity through teachers’ narratives. Teaching and Teacher Education, 27(4), 797–810. https://doi.org/10.1016/j.tate.2011.01.005

DeLuca, C., Searle, M., Carbone, K., Ge, J., & LaPointe-McEwan, D. (2021). Toward a pedagogy for slow and significant learning about assessment in teacher education. Teaching and Teacher Education, 101, 103316. https://doi.org/10.1016/j.tate.2021.103316

Garzón, J., Kinshuk, Baldiris, S., Gutiérrez, J., & Pavón, J. (2020). How do pedagogical approaches affect the impact of augmented reality on education? A meta-analysis and research synthesis. In Educational Research Review (Vol. 31, p. 100334). Elsevier Ltd. https://doi.org/10.1016/j.edurev.2020.100334

Heath, M. K., & Segal, P. (2021). What pre-service teacher technology integration conceals and reveals: “Colorblind” technology in schools. Computers and Education, 170, 104225. https://doi.org/10.1016/j.compedu.2021.104225

Heitink, M., Voogt, J., Verplanken, L., Van Braak, J., & Fisser, P. (2016). Teachers’ professional reasoning about their pedagogical use of technology. Computers and Education, 101, 70–83. https://doi.org/10.1016/j.compedu.2016.05.009

Kavanoz, S., Yüksel, H. G., & Özcan, E. (2015). Pre-service teachers’ self-efficacy perceptions on Web Pedagogical Content Knowledge. Computers and Education, 85, 94–101. https://doi.org/10.1016/j.compedu.2015.02.005

Koh, J. H. L., & Chai, C. S. (2016). Seven design frames that teachers use when considering technological pedagogical content knowledge (TPACK). Computers and Education, 102, 244–257. https://doi.org/10.1016/j.compedu.2016.09.003

Lin, C. C., Yu, W. W., Wang, J., & Ho, M.-H. (2015). Faculty’s Perceived Integration of Emerging Technologies and Pedagogical Knowledge in the Instructional Setting. Procedia - Social and Behavioral Sciences, 176, 854–860. https://doi.org/10.1016/j.sbspro.2015.01.550

Liu, T., & Willis, K. (2021). Cut and paste pedagogy?: Academic mobility, teaching practices and the circulation of knowledge. Geoforum, 119, 11–20. https://doi.org/10.1016/j.geoforum.2020.12.025

Miles, M. B., & Huberman, A. M. (1994). Qualitative Data Analysis; An Expanded Sourcebook. Sage Publication.

Mitton-Kükner, J., & Murray-Orr, A. (2018). Pedagogies of pace: Temporal insights into Canadian pre-service teachers’ pedagogical decision-making. International Journal of Educational Research, 90, 32–42. https://doi.org/10.1016/j.ijer.2018.05.005

Nordin, H., Davis, N., & Ariffin, T. F. T. (2013). A Case Study of Secondary Pre-service Teachers’ Technological Pedagogical and Content Knowledge Mastery Level. Procedia - Social and Behavioral Sciences, 103, 1–9. https://doi.org/10.1016/j.sbspro.2013.10.300

Sailer, M., Murböck, J., & Fischer, F. (2021). Digital learning in schools: What does it take beyond digital technology? Teaching and Teacher Education, 103, 103346. https://doi.org/10.1016/j.tate.2021.103346

Salam, M., Awang Iskandar, D. N., Ibrahim, D. H. A., & Farooq, M. S. (2019). Technology integration in service-learning pedagogy: A holistic framework. Telematics and Informatics, 38, 257–273. https://doi.org/10.1016/j.tele.2019.02.002

Sanchez, H. S., Kuchah, K., Rodrigues, L., & de Pietri, E. (2018). Pre-service language teachers’ development of appropriate pedagogies: A transition from insightful critiques to educational insights. Teaching and Teacher Education, 70, 236–245. https://doi.org/10.1016/j.tate.2017.11.024

Sar, A., & Misra, S. N. (2020). An empirical study to examine the components of technology-enabled distance education affecting students’ perception. Materials Today: Proceedings. https://doi.org/10.1016/j.matpr.2020.10.781

Urban, E. R., Navarro, M., & Borron, A. (2018). TPACK to GPACK? The examination of the technological pedagogical content knowledge framework as a model for global integration into college of agriculture classrooms. Teaching and Teacher Education, 73, 81–89. https://doi.org/10.1016/j.tate.2018.03.013

Wiziack, J. C., & dos Santos, V. M. P. D. (2021). Evaluating an integrated cognitive competencies model to enhance teachers’ application of technology in large-scale educational contexts. Heliyon, 7(1), e05928. https://doi.org/10.1016/j.heliyon.2021.e05928

Zivitere, M., Riashchenko, V., & Markina, I. (2015). Teacher – Pedagogical Creativity and Developer Promoter. Procedia - Social and Behavioral Sciences, 174, 4068–4073. https://doi.org/10.1016/j.sbspro.2015.01.1156




DOI: https://doi.org/10.35445/alishlah.v13i2.635

Refbacks

  • There are currently no refbacks.


Copyright (c) 2021 Muhammad Rusdil Fikri, Unifah Rosyidi, Siti Zulaikha

Al-Ishlah Jurnal Pendidikan Abstracted/Indexed by:

    

 


 

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.