Investigating the Construction of Learning Activity Types Crafted by Teachers in Teaching Literacy Using TPACK as a Conceptual Model

Abstract

Although many researchers have been conducted studies on the integration of technology, still there is a lack of empirical research on how teachers construct the learning activity types and practices into a specific subject. To fill this gap, this study explores the fluid development of teachers' TPACK in teaching literacy to fourth-grade students. Literacy lesson in this study encompasses traditional literacy such as reading and writing in which English is used language of instruction. The framework of technological, pedagogical, and content knowledge (TPACK) has been adopted as the basic theory in this study. Thus, this study presents a descriptive case study to dig insightful data taken from two teachers who teach literacy to the fourth-grade classroom. The interview and observations were used to explore the teachers' perception of the integration of technology and to observe the learning activities crafted by teachers in their classroom. The results indicate that teachers were used technology to build and lead the students' understanding about the topic of inquiry, composing the multimodal text, and facilitating the students' multimodal meaning-making. It is hoped that the result of this research would give a shred of knowledge, particularly for elementary teachers, to design a useful lesson with the integration of technology.