Didactic Model of Information and Communication Technology Literacy of Vocational Teachers

Abstract

This study synthesizes the findings of a study on the didactic model of information and communication technology literacy vocational school teachers. Journal studied from 2015 to 2019. This paper focuses on the issue of vocational teacher preparation in the face of the 21st century vocational learning. Learning can be done in a virtual way, online, and remote; in other words that it does not need a place. Teachers must have the skills to deal with it, including ICT literacy and communication. Literacy 21st century learning all this in addition to reading and writing, literacy also has a wider meaning, namely, technology literacy, information literacy, media creativity and responsibility and social competence. Of the few studies that have been carried out didactic model of information and communication technology literacy vocational school teachers as one of the solutions is done in the face of 21st century learning vocational didactic models analyzed are TPACK. Technological Pedagogical and Content Knowledge (TPACK) known in the field of educational research as a theoretical framework for understanding the knowledge needed by teachers to integrate the three domains of knowledge of technology, pedagogy and content. 21st century learning requires teachers to have good didactic skills and to be supported by abilities in their ICT fields. The ability of ICT is related to teacher literacy in ICT.