Narrative Research of Senior High School Teachers' Strategies using TPACK In Indonesia

Abstract

The existence of increasingly developing and advancing technology makes education find technology a tool that can increase student activeness in the classroom. This means that teachers must overcome the demand of digital era by integrating technology in teaching. This study aimed to dig deeper information about secondary school English teachers' strategies on implementing the Technological Pedagogical Content Knowledge (TPACK) framework in their teaching methods. This research utilized a narrative inquiry approach to examine teachers' strategies using TPACK in teaching. This study employs in-depth interviews to gather detailed personal narratives from three secondary school English teachers with duration 40-60 minutes of interview. The narratives offer insights into teachers' challenges and opportunities when integrating technology into their instructional practices. The findings of this study showed that all teachers must have their own strategies concerning how to use technology in the classroom properly. The use of technology is not only utilized in the classroom; the strategy of using technology in teaching starts from preparation before entering the classroom to the assessment stage at the end of the meeting. Technology use will be very difficult if the school has limited technology facilities. Therefore, English teachers at secondary schools maximize the use of technology by finding learning materials that meet the students need. Technology does not always have to happen in the classroom; there are still many strategies that can be used to maximize the use of technology.