The article, “I like Facebook: Exploring Israeli high school chemistry teachers’ TPACK and self-efficacy beliefs,” by Blonder and Rap examines how Israeli high school chemistry teachers use Facebook groups to enhance learning. It focuses on how the teachers’ knowledge of technology, pedagogy, and content (TPACK) evolves as they use Chemistry Learning Facebook Groups (CLFG). The research involves three case studies, showing how teachers, initially hesitant about using Facebook, grew more confident as they gained experience. The study found that practice and support significantly improved the teachers’ self-efficacy in integrating Facebook for educational purposes. While Facebook itself didn’t drastically alter their views on learning, it became a helpful tool for communication and facilitating discussions between teachers and students.
The article is strong in its mixed-methods approach, using both qualitative interviews and quantitative surveys to provide a detailed view of the teachers’ experiences. The framework of TPACK is applied effectively to show how technology, pedagogy, and content knowledge interact in teaching chemistry. The before-and-after analysis of the teachers’ confidence adds depth to the findings. Additionally, the real-life reflections of teachers make the research relatable and practical. However, the sample size was limited and expanding it would have strengthened the ability to generalize the results beyond the specific Israeli context.
This article is relevant to my research on practical teaching methods that use technology to engage students and help them retain information beyond the classroom. The use of Facebook, followed by a switch to WhatsApp, shows that methods can evolve over time. While these adjustments worked on a small scale, implementing such changes at a broader level would be much harder in a tightly controlled system. Teachers need flexibility to adapt to their students’ needs and learning styles. Granting teachers the proper autonomy would help them tailor technology to their classrooms, making these methods more effective. Autonomy is key when it comes to technology in education. A cumbersome system can hinder learning and prevent teachers from adapting to students’ needs. If a technology trend fades quickly, teachers should have the freedom to adjust rather than being stuck with outdated tools.
APA CITATION
Blonder, R., & Rap, S. (2017). I like Facebook: Exploring Israeli high school chemistry teachers’ TPACK and self-efficacy beliefs.Education and Information Technologies, 22(2), 697–724. https://doi.org/10.1007/s10639-015-9384-6
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