Assessing undergraduate students' perspectives on lecturers' technology, pedagogy, and content knowledge competency
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Abstract
Educators' knowledge of technology is necessary for the learning process to better assist the students' understanding. One of the efforts made to improve their understanding is using technology-based learning. This study aims to evaluate the undergraduate students' perception of their lecturers' Technology, Pedagogy, and Content Knowledge (TPACK) and the process students acquire TPACK for learning. This study was conducted in a survey research type. The population was 190 undergraduate students, but the purposive sampling technique resulted in a total of respondents of 60 students. TPACK competence scale was used for data collection. The findings indicated that the student's perception of their lecturers' TPACK competence was in an excellence category, as seen from overall domains' scores of 89.73. Students gained TPACK by observing lecturers teach and self-studying using the internet. This study suggests that lecturers could improve their teaching quality in language teaching by implementing technology as a medium.
Keywords: Language learning, TPACK, undergraduate perceptions, lecturer competency, teaching quality.
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Cypriot Journal of Educational Sciences is an Open Access Journal. The copyright holder is the author/s. Licensee Birlesik Dunya Yenilik Arastirma ve Yayincilik Merkezi, North Nicosia, Cyprus. All articles can be downloaded free of charge. Articles published in the Journal are Open-Access articles distributed under a CC-BY license [Attribution 4.0 International (CC BY 4.0)].
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