| In order to assess the TPACK and SAMR practices of high school teachers, this descriptive study investigated the viewpoints of 241 high school students in addition to the interview of 12 English high school teachers. The analysis of the quantitative data made use of both the weighted mean and the standard deviation. The result of the study established that the incorporation of TPACK and SAMR practices in the teaching English in the classroom is efficient and aids high school students. It also showed that the teachers hold the necessary TPACK skills and they demonstrated digital competence, indicating that they understand how to utilize technology to make education and learning more accessible and fun for students. Moreover, teachers also use the necessary SAMR Practices in their teaching which helps students to be actively interested and engaged in the English lessons. A high level of TPACK skills, which are important in their teaching profession, is shown by English teachers. However, their Technological Knowledge (TK) was not as high as the other domains. When it comes to digital competency, they are actually just moderately competent. When it comes to their SAMR Practices in teaching, English teachers are likewise extremely competent. Additionally, it was shown that students in high school who are taking English classes are moderately engaged in their studies. This is because teachers admitted to being at ease with their workload with the aid of technology. However, the mastery of technological devices and the use of applications were some of the issues and challenges experienced by English high school teachers. Thus, the researcher designed TPACK-SAMR based enhancements integrated in lesson exemplars highlighting activities that deal with the aim of the study to reinforce and improve the teaching of English in the high school level. |
| TPACK, SAMR, High School, Digital Competencies, Engagement Level, English, Teachers, English Teachers |
Aidoo, B., Macdonald, M. A., Vesterinen, V. M., Pétursdóttir, S., & Gísladóttir, B. (2022). Transforming teaching with ICT using the flipped classroom approach: Dealing with COVID-19 pandemic. Education Sciences, 12(6), 421.
Akyürek, E. (2019). Examination of Relationship Science Teachers’ Self-Efficacy and Pedagogical Inferences. Kırşehir Eğitim Fakültesi Dergisi, 20(1), 326-339. https://doi.org/10.29299/kefad.2018.20.01.011
Alivi, J. S. (2019). a Review of TPACK and SAMR Models: How Should Language Teachers Adopt Technology?. Journal of English for Academic and Specific Purposes, 2(2), 1-11.
Baturay, M. H., Gökçearslan, S., & Sahin, S. (2017). Associations among Teachers' Attitudes towards Computer-Assisted Education and TPACK Competencies. Informatics in Education, 16(1), 1-23.
Bryn Mawr College. (2016). Bryn Mawr Digital Competencies Framework, 3.
Cruz, F. J. F., & Díaz, M. J. F. (2016). Generation z's teachers and their digital skills. Comunicar. Media Education Research Journal, 24(1).
Erkan, A. (2019). Impact of Using Technology on Teacher-Student Communication/Interaction: Improve Students Learning. World Journal of Education, 9(4), 30-40. |