Understanding and Interpreting Teachers’ TPACK for Teaching Multimodalities in the Digital Age

©2024
Isharyanti, N.
Understanding and
Interpreting Teachers’
TPACK for Teaching
Multimodalities in the
Digital Age
Neny Isharyanti

©2024
Isharyanti, N.
Going digital?
iTELL 2024 | Salatiga | 4 July 2024 2
Wooclap.com
GLYFTQ

©2024
Isharyanti, N.
Going
multimodal?
Wooclap.com
YXABLK

©2024
Isharyanti, N.
Pengajaran Bahasa Indonesia Dalam Kurikulum Merdeka
Kompetensi komunikatif dalam bahasa Inggris dengan berbagai teks
multimodal (lisan, tulisan, visual, dan audiovisual); terampil menggunakan
teknologi (literasi teknologi) untuk dapat meningkatkan kemampuan
dalam menavigasi informasi digital.
Teks tulisan, teks lisan (monolog atau dialog), teks visual, teks audio, dan teks
multimodal (mengandung aspek verbal, visual, dan audio), dalam bentuk teks
tunggal dan teks ganda yang diproduksi dalam kertas maupun digital.
1. Mempertahankan interaksi dan menyampaikan sesuatu yang diinginkan, dalam berbagai
konteks dengan artikulasi jelas
2. Mengungkapkan pokok pikiran utama yang ingin disampaikan secara komprehensif
3. Mempertahankan komunikasi walaupun terkadang masih terdapat jeda.
CEFR B1 (by Year 12)
Tujuan
Karakteristik
Teks
(Keputusan Kepala Badan Standar, Kurikulum, dan Asesmen Pendidikan, No. 032/H/Kr/2024)

©2024
Isharyanti, N.
English Subject in Indonesia’s Emancipated Curriculum
Communicative competence in English in various multimodal texts (verbal,
written, visual, and audiovisual); skillful in using technology (technology
literate to improve the competence in navigating digital information)
Written texts, oral texts (monologues or dialogues), visual texts, audio
texts, and multimodal texts (that include verbal, visual, audio aspects),
in single or multiple texts, both produced in print or in digital
1. Maintaining interaction and communicating the intention, in various contexts
with clear articulation.
2. Communicating the main points comprehensively.
3. Maintaining communication albeit occasional pauses.
CEFR B1 (by Year 12)
Aims
Text
Characteristics
(Keputusan Kepala Badan Standar, Kurikulum, dan Asesmen Pendidikan, No. 032/H/Kr/2024)

©2024
Isharyanti, N.
How would you as an English
teacher respond to this demand
of the curriculum?
How do you see yourself in terms of your
professional competence?

©2024
Isharyanti, N.
Revisiting
TPACK

©2024
Isharyanti, N.
TPACK
Revisited
Knowledge about the
subject matter to be
learned or taught
Deep knowledge about the
processes and practices or methods
of teaching and learning
The ability to accomplish a variety of
different tasks using information
technology, and to develop different
ways of accomplishing a given task.
Understanding of which specific
technologies are best suited for
addressing subject-matter learning in
their domains and how the content
dictates or perhaps even changes the
technology—or vice versa
Understanding of how teaching
and learning can change when
particular technologies are used
in particular ways
knowledge of
pedagogy that
is applicable to
teaching specific
content
(Koehler,
Mishra & Cain,
2013)
specific learning
and teaching
contexts.

©2024
Isharyanti, N.
TPACK
“…an understanding of the representation of concepts using
technologies, pedagogical techniques that use technologies in
constructive ways to teach content, knowledge of what makes concepts
difficult or easy to learn and how technology can help redress some of
the problems that students face, knowledge of students’ prior
knowledge and theories of epistemology, and knowledge of how
technologies can be used to build on existing knowledge to develop
new epistemologies or strengthen old ones.”
(Koehler, Mishra & Cain, 2013, p. 15)
Know “that”, know “how”, know “by acquaintance”
(Stanford Encyclopedia of Philosophy)

©2024
Isharyanti, N.
• Know that
• Digital
• Multimodal
• Know how
• How to make learning digital?
• How to make learning multimodal?
• Know by acquaintance
• New technologies
• Text types
• Teaching strategies that use technologies for
learning multimodal texts
• Contexts (students, curriculum, resources, etc.)
Epistemology
of
Technology
Consequences on
Teacher’s TPACK
10
iTELL 2024 | Salatiga | 4 July 2024

©2024
Isharyanti, N.
Digital
• to improve the competence in
navigating digital information
Multimodal
• Include verbal, written, visual,
and audiovisual aspects
The learning aim of English subject in
the Emancipated Curriculum

©2024
Isharyanti, N.
• A destination
• A course or path to the
destination
• Some options
• Some obstacles/problems
• Evaluating
• Decision making
• Problem solving
“navigate”

©2024
Isharyanti, N.
“Navigate”
• A destination
• A course or path to the
destination
• Some options
• Some obstacles/problems
• Evaluating
• Decision making
• Problem solving
Epistemology of the technology
• Know that
• Digital
• Multimodal
• Know how
• How to make learning
digital?
• How to make learning
multimodal?
• Know by
acquaintance
• New technologies
• Text types
• Teaching strategies that
use technologies for
learning multimodal texts
• Contexts (students,
curriculum, resources, etc.)
How do you “navigate” technology for
your class?

©2024
Isharyanti, N.
How do you
“navigate”
this
technology
for your
class?

©2024
Isharyanti, N.
How do you
“navigate” this
technology for
your class?

©2024
Isharyanti, N.
What are some challenges
associated with digital
multimodalities?
Cultural
• What are
some values
being
instilled?
Social
• How do we
connect to
others?
Cognitive
• How do we
process
information?
Ethical
• How private
can we be?
Can you add some
more questions?

©2024
Isharyanti, N.
The DPaCK-Model: Extension of the TPaCK- Model
of Koehler et al. (2013) with Aspects of
Digitality (Huwer et al. (2019)
TPaCK-Model
(Koehler, Mishra & Cain, 2013)
The Shift toward Digitality

©2024
Isharyanti, N.
The ability to accomplish a variety of different tasks
using information technology, & to develop different
ways of accomplishing a given task (Koehler, et al.,
2013 & the aspects of digitality that go beyond
technical knowledge.
DPACK Model
Huwer et al. (2019)
The intersection of digitality-related
knowledge and content knowledge or
content methods of the subject with
regard to the handling of technologies.
The intersection of digitality-
related knowledge and the
understanding of recent
concepts to design
approaches for training &
learning processes.

©2024
Isharyanti, N.
The significance the sociocultural changes
triggered by digital and media change have for
educational content and objectives
Teacher’s competencies for analyzing, reflecting on, using and
shaping the sociocultural consequences of technological
developments on teaching-learning processes
Reflectivity Ethicality
Criticality
Equality
Diversity
Inclusion
• Data Security
• Data Privacy
• Algorithmic transparency
• Potential biases
• Teaching &
learning
practices
• SWOT • SDG 4 Quality
Education

©2024
Isharyanti, N.
References
Huwer, J., Irion, T., Kuntze, S., Schaal, S., & Thyssen, C. (2019). From TPaCK to DPaCK–Digitalization in education requires more
than technical knowledge. Education Research Highlights in Mathematics, Science and Technology, 298–309.
Kepala Badan Standar, Kurikulum, dan Asesmen Pendidikan, Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi.
(2024). Keputusan Kepala Badan Standar, Kurikulum, dan Asesmen Pendidikan, Kementerian Pendidikan,
Kebudayaan, Riset, dan Teknologi Nomor 032/H/Kr/2024 tentang Capaian Pembelajaran pada Pendidikan Anak Usia
Dini, Jenjang Pendidikan Dasar, dan Jenjang Pendidikan Menengah pada Kurikulum Merdeka. Kementerian
Pendidikan, Kebudayaan, Riset, dan Teknologi. https://kurikulum.kemdikbud.go.id/file/1718471412_manage_file.pdf
Koehler, M. J., Mishra, P., & Cain, W. (2013). What is Technological Pedagogical Content Knowledge (TPACK)? Journal of
Education, 193(3), 13–19. https://doi.org/10.1177/002205741319300303
Thyssen, C., Huwer, J., Irion, T., & Schaal, S. (2023). From TPACK to DPACK: The “Digitality-Related Pedagogical and Content
Knowledge”-Model in STEM-Education. Education Sciences, 13, 769. https://doi.org/10.3390/educsci13080769

Neny Isharyanti, Ph.D., AFHEA
Universitas Kristen Satya Wacana
Salatiga, Indonesia
neny.isharyanti@uksw.edu
@nenyish
085740001857
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Understanding and Interpreting Teachers’ TPACK for Teaching Multimodalities in the Digital Age

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