Finita Dewi, Risty Justicia, Suci Utami Putri, Tia Citra Bayuni
This study explores the development of Technological Pedagogical Content Knowledge (TPACK) in pre-service early childhood education (ECE) teachers through a Learning by Design (LBD) approach, specifically the design of digital comics for early literacy instruction. A Design-Based Research (DBR) methodology was employed to iteratively design, implement, and refine a TPACK-based training program for 27 pre-service teachers in Indonesia. Quantitative results from pretest and posttest data indicated significant improvements in all TPACK domains, particularly Technological Pedagogical Knowledge (TPK) and Technological Pedagogical Content Knowledge (TPACK). Qualitative findings from observations, interviews, and artifact analysis revealed increased teacher confidence in technology use, challenges in aligning technology with pedagogy, and enhanced creativity in digital comic designs. The study concludes that engaging pre-service teachers in the design of digital instructional materials fosters deeper integration of technology, pedagogy, and content knowledge, though further support in developmentally appropriate pedagogy is needed. Recommendations for teacher training programs and future research are discussed. © 2025 NAECTE.
English Language Education, Universitas Pendidikan Indonesia, Bandung, Indonesia; Early Childhood Teacher Education, Universitas Pendidikan Indonesia, Purwakarta, Indonesia
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