This research reveals and describes the researcher's efforts and the role of pre-service EFL teachers (Pre-service EFL teachers) in designing and developing the supplemental teaching and learning materials with the PowerPoint, Audacity, Camtasia and internet model (PACI). There are two projects that pre-service EFL teachers should design and develop as the goals of this topic. In the first project, the pre-service EFL teachers have to design and develop additional multimedia to explain the specific grammatical point they want to focus on.
Computer Assisted Language Learning is conducted by pre-service EFL teachers in the fourth semester. The main research question outlined in this research was what are the experiences of pre-service EFL lecturers and teachers to apply the TPACK framework in action in the design and development of multimedia technology-integrated materials of the PACI model with project-based learning through blended learning between traditional face. to face and closed group discussion methods on Facebook. To explore pre-service EFL teachers' experiences, a narrative qualitative study was used in which the researcher sought to understand the phenomenon by focusing on a total picture of pre-service EFL teachers' experiences with project-based learning through blended learning between traditional. face-to-face and closed Facebook group discussion methods throughout the TPACK framework (Ary, Jacobs, & Sorensen, 2010).
Data Analysis Procedures
To enrich the data sources of this study, Appendix 3 provides links to discussion of computer literacy content in close group discussions on Facebook. These Computer Literacy Class A, B, C and D closed Facebook group discussion names are still used by all pre-service EFL teachers enrolled in Computer Application and CALL courses.
Redesigning the Content of Educational Technology
Experiences of Indonesian pre-service English as a foreign language teachers in implementing technology in teaching practice: A study through the TPACK Framework (Limbong, 2015) revealed that participants expected some changes or improvements from their university education courses to better prepare them to integrate technology in English as a foreign language teaching. The changes are, for example, changing the content of computer courses, modeling the integration computer courses for EFL teaching, selecting competent teachers to teach computer courses, and integrating and modeling TPACK framework in English department (Limbong, 2015). Therefore, the researcher aimed to fill the gaps from his findings to overcome the problems faced by pre-service teachers and also to prepare pre-service teachers who are ready to be teachers in the 21st century through this current study.
The focus outputs of NETS-S are Creativity and Innovation, Communication and Collaboration, Research and Information Literacy, Critical Thinking, Problem Solving and Decision Making, Digital Citizenship, and Technology Operations and Concepts (ISTE, 2007). The details of NETS-S are to prepare Pre-service EFL teachers to demonstrate creative thinking and develop innovative products and use digital media to communicate and collaborate and apply digital tools to communicate information with technology collect, evaluate and use. The aim was to prepare the Pre-service EFL teachers to use critical thinking skills to plan, manage and problem-solve projects using appropriate digital tools and resources and to demonstrate their ability to select and use applications effectively and productively (ISTE, 2007; Morrison & Lowther, 2010).
An additional goal was that upon completion of their teacher program, pre-service EFL teachers would be able to interpret the ISTE National Educational Technology Standards for Students (NETS-S) and for Teachers (NETS-T) (ISTE, 2007). and the TPACK Framework in their future teaching. Preparing pre-service English language teachers to be 21st century teachers is the main objective of the Minister of Education, as well as the vision of the Faculty of Teacher Training and Education, which is to educate its professional graduates to apply the TPACK framework in their future. teaching. Therefore, the design and creation of teaching and learning materials integrated with supplementary multimedia technology using PowerPoint, Audacity, Camtasia and the Internet (PACI) model are the learning objectives of the computer literacy course, as explained below.
Designing and Developing Supplemental Multimedia of PACI Model for Teaching Grammar
- Audacity
- Camtasia
- Internet
- Audacity and Camtasia
Audacity (A) is free and open source audio recording software that runs on Windows, Mac and Linux and can be downloaded from http://www.audacityteam.org. Audacity can be used to record any sound of your choice, whether it is voice, music, computer audio playback, and so on. Internet (I) is a network consisting of cables and radio signals used to connect millions of computers to other computers to form the Internet that can be used to exchange massive database of information (Morrison &. Lowther, 2010).
There are four knowledge and skills that come from the intersection of PowerPoint, Audacity, Camtasia and the Internet. Any instrumental music or background sounds that you have downloaded from the Internet can be added to PowerPoint slides. It can also be used to speed up or slow down an instrument or narration depending on the text or explanation on the PowerPoint slides.
Since Camtasia's function is to produce things that become a video, so it is better if the video is integrated or mixed with sounds, narration or other types of sound related to our lessons that can be imported and edited using Audacity. The latest knowledge and skills are of these four knowledge and skills of PowerPoint, Audacity, Camtasia and Internet (PACI) model. The goal of the PACI model is to make additional multimedia of the PACI model of technology-integrated materials to make the presentation more attractive and efficient by producing it as a video with different texts, colors, sounds, instruments, animations, images and so on. .
Users, especially teachers and students, can create their own multimedia using the PACI model to help them better understand specific lessons. In order to understand how to operate the PACI model in terms of technical skill, 14 weeks of 90 minutes of face-to-face time were included during the computer literacy course through Facebook group discussion.
Experiences in Implementing Face to Face Method in the Computer Literacy Course
The second phase is design, which involves developing initial content ideas, performing task and concept analysis, performing a preliminary program description, and creating flow charts and tables. The final stage is development which includes preparing text, creating graphics, producing audio, producing animation and video, assembling parts, preparing supporting materials, running an alpha test, making revisions and finally running a test beta. For example, due to insufficient internet bandwidth in the computer lab, not all laptops could access the closed Facebook group discussion to open the links provided (Limbong, 2015).
In addition, not all computers came with Camtasia software, so all pre-service EFL teachers had to bring their own laptops (Sweeney & Drummond, 2013). Although all pre-service EFL teachers brought their own laptops, the rendering process (preparation of the PACI model) for creating a video of the multimedia often failed. The main reason was that the laptops were not faster enough to handle the multitasking of the multimedia.
The Camtasia software is not free and not all pre-service EFL teachers could purchase the software. As a result, not all of them could complete the draft of the project on time. Furthermore, not all Pre-service EFL teachers borrowed their laptop as they were still busy with their own projects.
Although the Camtasia software was installed in the Computer Lab, it could not be used every time because it was being used by other teachers.
Experiences in Implementing Facebook Closed-group Discussion in the Classroom on Computer Literacy Course
In addition, he often ran out of battery on the mobile phone that was always connected to Facebook. The teacher's particular purpose in designing and developing the PACI model during the Computer Literacy course was to implement technological, pedagogical and content knowledge, especially content knowledge, technological knowledge and technological, content knowledge in a real context. This meant that the Pre-service EFL teachers would become familiar with the TPACK framework and be able to learn the technology and use it to support the teaching and learning of specific grammar lessons.
Experiences in Implementing Project-Based Learning in the Computer Literacy Course
The Experiences of Pre-service EFL Teachers toward Project-based Learning in Computer Literacy
EFL PRE-SERVICE TEACHERS' EXPERIENCES OF THE FACEBOOK CLOSED GROUP DISCUSSION METHOD IN THE CL COURSE. From these interview data, it can be concluded that the integration of closed group discussions on Facebook was important to support pre-service EFL teachers. Pre-service EFL teachers had to secure funds to access the closed group discussion on Facebook.
THE EXPERIENCES OF PRE-SERVICE EFL TEACHERS AGAINST THE FACE-TO-FACE METHOD IN THE COURSE IN COMPUTER EDUCATION. Most importantly, both the Pre-service EFL teachers and the researcher experienced the integration of TPACK during the Computer Literacy course. Modeling Primary School Pre-Service Teachers' Technological Pedagogical Content Knowledge (TPACK) for Meaningful Learning with Information and Communication Technology (ICT).
2nd Face to Face - Shows the previous PACI model (project for teachers and pre-service EFL teachers). Pre-service EFL educators share the link to help them understand the PACI model. Comments and feedback from teacher and also from EFL student teachers were particularly demonstrated by teacher.
Some technical issues arose and solutions were demonstrated by the lecturer and also from other Pre-service EFL teachers. Demonstrate the comments and feedback from lecturer and also other Pre-service EFL teachers to address certain issues in terms of text, animation, sound and so on. Some technical issues arose and solutions were demonstrated by the lecturer and also from other Pre-service EFL teachers.
Face lecturer and also other Pre-service EFL teachers to address certain issues in terms of text, animation, sound and so on.
