TPACK in Action: Unravelling Indonesian EFL Teacher's TPACK by Implementing Telegram

Abstract

The shift in teaching instruction from traditional to online-based approaches has led to the change from pedagogical to technological pedagogical content knowledge (TPACK). Thus, this case study aims to observe and theorize the implementation of TPACK by an English as a Foreign Language (EFL) teacher who migrated from instant and commercial online learning platforms to a self-designed Telegram Bot application for teaching purposes. The subject was an English teacher from one of the outstanding vocational high schools in Malang, Indonesia. Data were collected through observation by participating in a class for one semester and through in-depth interviews based on TPACK theory. Thematic analysis using an inductive approach was simultaneously applied to the TPACK framework. The results indicated that the technological, pedagogical, and content knowledge from the Telegram Bot were shifting, applying, representing, and modeling. The four commonalities of TPACK theory mainly represent the successful implementation of teacher-made teaching applications using the Telegram Bot.