The Development of Instructional Guidelines Based on the TPACK Framework to Promote Being a Writer in Upper Secondary School Students

Abstract

This Article aimed to study (1) the design of instructional guidelines based on the TPACK framework to promote being a writer, and (2) the development and quality evaluation of instructional guidelines based on the TPACK framework to promote being a writer among upper secondary school students. The sample consisted of seven experts in curriculum and instruction, Thai language, educational technology, and assessment and evaluation. They were selected through purposive sampling. The instruments used for data collection were (1) a data recording form and (2) an assessment form to evaluate the appropriateness and feasibility of the developed approach. Data were analyzed using descriptive statistics and content analysis. The research results were as follows; 1. The design of the instructional guidelines based on the TPACK framework covered three types of writing: opinion writing, argumentative writing, and persuasive writing. It also incorporated both teacher-dependent and independent instructional strategies, as well as the use of electronic and non-electronic technologies, resulting in 12 instructional guidelines. 2. The developed and quality evaluation instructional guidelines, comprising titles, learning outcomes, unit descriptions, instructional processes, learning materials, and assessment and evaluation methods, were rated as highly appropriate and feasible. It was indicated that the TPACK-based instructional model could be effectively used to enhance writing skills in upper secondary school students.