Development of a Curriculum Based on 'TPACK' Conceptual Framework and Adult Learning Theory to Enhance Technological Capability of Pre-service Social Studies Teachers in Teaching and Learning Activities
DOI:
https://doi.org/10.14456/educu.2022.19Keywords:
curriculum, pre-service social studies teachers, TPACK, adult learningAbstract
The purposes of this research were 1) to develop a curriculum based on the Technological Pedagogical Content Knowledge (TPACK) framework and adult learning theory and 2) to assess the quality of the curriculum developed. The applied research method was used. The sample was a group of 29 pre-service teachers who were third year students in the Social Studies program at the Faculty of Education in Chanthaburi Province in the second semester of academic year 2021 and was selected by cluster random sampling. The research instruments were 1) a test to measure the ability of using Information and Communication Technology (ICT) integration in teaching and learning activities and 2) a satisfaction questionnaire. The data were analyzed by using arithmetic mean, standard deviation, and t-test. The findings were as follows: 1) the developed curriculum contained principles, aims, teaching and learning guidelines based on the adult learning theory, and the curriculum structure and content based on the TPACK framework; and the result of the curriculum evaluation showed 0.90, and 2) The results of assessing the quality of the curriculum developed revealed that (1) the pre-service teachers’ ability level of using Information and Communication Technology (ICT) integration in teaching and learning activities after the implementation increased at the statistically significant level of 0.05 and (2) the pre-service teachers were extremely satisfied with the training curriculum, the training activities, and the training management, and very satisfied with the output.
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