Report on Paper Presentation Sessions

Technological Pedagogical Context Knowledge (TPACK) in Teaching 21st Century Skills in the 21st Century Classroom

Puan Nurul Hidayu Binti Shafie

   The research presentation opens with how technological advancement now require students to develop 21st century skills in order to adapt to the growing development of teaching and learning concepts in the classroom, therefore also requiring the teachers to be properly equipped to teach 21st century skills and evolve the classroom into 21st century classroom. The researcher used the term 4IR which refers to the Fourth Industrial Revolution that contributed to the technological advancement in current times.

     The presentation focuses on the pedagogical advancements as a way to develop 'soft skills' like creative thinking, critical judgement, ICT skills, innovation, and entrepreneurship which has been elevated since 2011 in Malaysia's curriculum.

It emphasizes the significance of teaching and learning process gained by student-centered environment in order to develop the required skills within the students motor and cognitive asset. The problem statement presented was the lack of knowledge and experience from the teachers to guide the 21st century skills using technology provided.

The researcher introduces the solution to the problem statement which is the Technological Pedagogical Context Knowledge or more commonly known as TPACK as the chosen framework for this research. According to the researcher, the framework itself is an upgraded version of another framework called PCK, alternatively, Pedagogical Content Knowledge produced by Shulman in 1986.

The reason why the researcher chose the TPACK is because she believes the seven domains within the framework where the technological knowledge is separate from the other bodies of knowledge possess an advantage of interacting with the rest of the components thus enabling the teachers to better understand 21st century learning and help them plan a 21st century classroom. The other guiding framework working under the same purpose is called 4CIV which focuses on developing students' social skills, thinking skills, and life and career skills. These are the conceptual frameworks proposed by the researcher in this presentation.

The researcher believes that it is important to understand teachers' capacity and capabilities to develop and maintain a 21st century classroom effectively when it comes to integrating technology in introducing 21st century skills to the students. She believes that the implication involves both pre-servive and in-service teachers therefore the study could stand to provide a significant contribution to the teachers' training.

Technology Transformation in Teaching and Learning

Puan Siti

    The presentation research focuses on making use of technological advancement in upgrading how teachers teach 21st century learning in the classroom with KDP, ICTL, ASK, SKPM-G2, etc. The purpose of the research is to propose developmental transformation framework module to develop individuals who are capable of effective technology knowledge and application in real world. Considering the changes made in the curriculum in primary stages say, for example, the stage development of KSSR from KSSM in 2017 where science computer is elected to replace ICT subject for highschool students during KBSM, now lower secondary students learn using office level computers, though their curricula only allows application-based learning from the device.

   KDP is proposed, alternatively called Computers In Education (CIE) in which ICTL (science computer) subject is intoduced and gains exposure among the students in order to develop members of society who could create leaps of technological advancement from the exposure. SKPM-G1 is an instrument used by teachers in learning as a chance to gain better upgrades from the guiding framework.

    The researcher emphasizes on the significance of using the resourse knowledge to produce a thriving generation to strengthen and improvise on society's quality of life. This is one of the reason she proposes the 21st dynamic century learning pattern as a way to adapt with generation Z's attachment to tehnological vice. For example, the FROG VLE where the school procures netbook to help with teaching and learning in classrooms, and teachers' initiatives such as youtube, vlog, edmodo, etc.

    There is also the initiative of task force meeting to improvise on KBAT skills using Google Classrooms with their advantages of being free, easy access, not requiring intensinve training for use, and compatible to multidevices for teachers and learners. These proposals create a guideline to build teachers' very one flipped classrooms where there has been hundreds of positive feedback from excited students and relieved teachers as they were provided with a digital helping tool kit.

    As such, the research concludes on the importance of connecting the financial and societal bridge between the rural schools and urban schools so as to envelop a higher success rate for Malaysian students wholefully.