Teacher's TPACK toward student's reading ability
DOI:
https://doi.org/10.22437/proca.v1i3.50603Keywords:
Educational Technology, Reading Ability, Reading Instruction, Teach Effectiveness, TPACKAbstract
This study aims to examine the influence of teachers' Technological Pedagogical and Content Knowledge (TPACK) on students' reading ability. TPACK is a knowledge framework that integrates technology, pedagogy, and subject matter content that is considered capable of improving the quality of learning, including in the development of students' reading ability. This study employs a library research design to explore the influence of teachers’ Technological Pedagogical and Content Knowledge (TPACK) on students’ reading ability by reviewing and synthesizing findings from previous studies. The literature review reveals that teachers with strong TPACK can effectively integrate technology into reading instruction, resulting in improved comprehension, vocabulary development, and engagement. Several empirical studies indicate that the integration of digital tools through pedagogical strategies enhances students’ critical reading and motivation. Therefore, this paper concludes that strengthening teachers’ TPACK through continuous professional development is essential for promoting students’ reading ability in technologically rich learning environments. The implications of this study emphasize the importance of TPACK training for teachers to strengthen the quality of reading learning in the digital era.
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Copyright (c) 2025 Fadel Nur Irsyad, Mahdum, Novitri
This work is licensed under a Creative Commons Attribution 4.0 International License.
Published with license by LPPM Universitas Jambi. This is an open-access article distributed under the terms of the Creative Commons Attribution 4.0 International (CC BY 4.0 International). This license enables reusers to distribute, remix, adapt, and build upon the material in any medium or format, so long as attribution is given to the creator.
