Integrating Technological Pedagogical and Content Knowledge in Computer Programming Courses: Issues and Challenges

Abstract

The purpose of this study is to explore the issues and challenges in integrating technological pedagogical content knowledge (TPACK) for computer programming courses. This study employed the triangulation method of the case studies and Grounded Theory (GT). Twenty-five computer programming educators were interviewed via online such as e-mail, media social’s chatting and messaging application like WhatsApp and Telegram. The main issue discovered in this study is the misconception in using technology for teaching and learning computer programming. Besides that, there were two major challenges found in this study. The challenges are the instructors were not able to explore the rapid development of technology and this may cause the lack of technological pedagogical knowledge among them. They alsoshowed the lack of knowledge about pedagogy and assessment for teaching and learning computer programming that relevant to the programming content. The research that has been done showed that TPACK model is very suitable to guide exploration about how educators make use of technology appropriate to the pedagogy and content. However, the exploration that has been done has limitation on how educators integrate student’s assessment on affective and instructional design implementation with TPACK. Therefore, this paper suggesting for the future study, in order that more exploration should be doing about how assessment on student’s affective and instructional design would be integrate with technology, pedagogy and content knowledge via TPACK model.