Integrating technological pedagogical and content knowledge (TPACK) with experiential learning: A challenges in teaching mathematics in COVID-19 pandemic situation

Abstract

In COVID-19 pandemic situation, teachers including mathematics teachers, inevitably, have been forced to teach students on-line. This situation is very difficult for teachers who are not an IT or a technological person because teaching on-line demands teachers' Technological Pedagogical and Content Knowledge (TPACK). The new challenge for mathematics teachers presently is how to promote students to gain experience as much as possible via on-line learning. Experiential Learning (EL) is very important and needed for students in learning mathematics. In addition, TPACK should be integrated with EL to become the TPACK-EL model for effective teaching mathematics by using suitable technologies. This research aimed to develop the new instructional model called a TPACK-EL model for teaching mathematics especially in the COVID-19 pandemic situation. The researchers analyzed the literature related to EL and TPACK and then synthesized them into the TPACK-EL model. From the analysis, the TPACK-EL model consists of six teaching steps simply called SOERSA: 1) Survey, 2) Orientation, 3) Experiencing, 4) Reflection, 5) Summary 6) Application. The researchers, then, used the SOERSA teaching steps in designing the lesson plans in teaching the topic of Exponent for Grade 11 students. The lesson plans were sent to a panel of five experts to validate its content validity through the Index of Item-Objective-Congruence (IOC). The result revealed that the lesson plans applied SOERSA as teaching steps were qualified through expert judgment with the IOC higher than 0.60. At final, the researchers raised one example lesson plan applied the SOERSA teaching steps in teaching Exponent for Grade 11 students. This example displays how to concretely translate the SOERSA teaching steps into real lesson plan for mathematics teachers.