Abstract
Learning technologies have grown from industrial period 4.0 in education. This study examined Indonesian social studies and geography teachers’ Technological Pedagogical Content Knowledge (TPACK) and measured technology’s role against the Venn diagram. This study used two stages of questionnaire distribution to survey participants. The first step involved 162 people studying TPACK components. The participants in second stage were 40 teachers who were attending a teacher professional training with a focus on studying the balance of the TPACK Venn diagram. The results showed that teachers’ knowledge about TPACK was in the range of fairly good. The balance of the TPACK Venn diagram can be obtained if the difference between Technological Content Knowledge (TCK) and Technological Pedagogical Knowledge (TPK) = 0; an almost balanced form of the Venn diagram if the difference between TCK and TPK = 0.01 – 1; and the shape of the Venn diagram is not balanced if the difference between TCK and TPK > 1. In constructivist learning, these findings have different implications. If the function of technology is greater in intersection with subject matter, technology should be used to develop more modern teaching materials such as the development of micro learning, digital teaching materials and/or other computer-based learning tools. On the other hand, if the function of technology is greater in intersection with pedagogy, technology should be used to develop constructive learning.
Keywords: Geography, Inserting Technology, Investigating, TPACK, Venn Diagram.