TPACK and ERT: Understanding Teacher Decisions and Challenges with Integrating Technology in Planning Lessons and Instructions

EasyChair Preprint 5163

Abstract

This paper explores how senior high school teachers integrated technology with the shift to emergency remote teaching (ERT) during the pandemic. Seven teachers from 2 private high schools were asked to describe the considerations, challenges, and modifications related to lesson planning and actual online teaching. Quantitative results show that teachers rated themselves highly in the following TPACK components: content, pedagogy, pedagogical content, technological content, and technological pedagogical content knowledge. On the other hand, qualitative results include descriptions about: considerations and challenges related to ERT (in relation to preparation and readiness for lesson planning and technology use; challenges and opportunities related to online assessment and teaching; and insights about ERT experiences. The study concludes that technology integration should not only be promoted as a response to the pandemic, but more as a process for supporting to teacher development and student learning beyond the pandemic.

Keyphrases: Emergency Remote Teaching, TPACK, curriculum planning, dlsu research, lesson planning, online learning, online teaching, senior high school teacher, teaching and learning

@booklet{EasyChair:5163,
  author    = {Grace Arcueno and Honeyleth Arga and Trina Arrianne Manalili and John Addy Garcia},
  title     = {TPACK and ERT: Understanding Teacher Decisions and Challenges with Integrating Technology in Planning Lessons and Instructions},
  howpublished = {EasyChair Preprint 5163},
  year      = {EasyChair, 2021}}