The Study of Integrating Technology Competency on Learning Performance of Educational Students for Support Chemistry Management in New Normal Education
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Abstract
In an era of new normal education, as the world undergoes a digital revolution and confronts an unanticipated pandemic, it is necessary to use technology in the classroom. While teachers are undeniably important roles to integrating technology in learning management, teachers’ and pre-service teachers’ integrating technology competency should be examined. Thus, this study aimed to examine integrating technology competency through an enhancement program using a practice-based learning strategy. A qualitative case study design was implemented in this study with 14 third-year pre-service chemistry teachers as the target group using a purposive sampling technique. Data relating to pre-service chemistry teachers’ integrating technology competency was collected from classroom artifacts and analyzed by a content analysis method according to the developed research analytic framework.
It was found that pre-service chemistry teachers’ integrating technology competency was not completed. It was because the curriculum, teaching and learning, and assessment task design did not include 1) meaningful learning and challenging problems developed from students’ interests and 2) interestedness and variety of technology usage.
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References
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