PROGRAMME & ABSTRACT BOOK CPRN 2022

13 Paper 9 by SEAMEO QITEP in LANGUAGE Language Policy and Language Education in Southeast Asia 1 Luh Anik Mayani & 2 Esra Nelvi Manutur Siagian 1&2 SEAMEO QITEP in Language, Indonesia The purpose of this study is to collect information regarding language policy applied by each country in Southeast Asia and languages taught at Southeast Asian schools as well as in higher education. Moreover, the study aims to gather information on the official/national languages of ASEAN countries which are of interest to school and higher education students in the region. The information gathered will be used as bases for writing policy briefs. The policy briefs provide recommendations to the Ministry of Education (MoE) in SEAMEO Member Countries regarding language education and support for the teaching of the official/national languages of ASEAN countries in order to strengthen ASEAN collective identity. This study is planned to be conducted from 2021—2023. Exploratory research with a qualitative approach is used in this study. The data will be collected using a focus group discussion (FGD) technique and a set of questionnaires. Representatives of MOE of SEAMEO Member Countries will participate in the FGD. From the FGD, data pertinent to language policy and language education, starting from primary school to higher education, will be collected. Currently, the study is at the stage of finishing a set of questionnaires. The set of questionnaires is to collect information on students’ preference for the official/national languages of ASEAN countries. The questionnaire is used to gather information on the official/national languages of ASEAN countries that are of interest to students. Then, the questionnaire will be distributed to respondents, namely students in the Southeast Asia region. Paper 10 by SEAMEO RECSAM Exploring the Effect of Science Teachers’ Age Group on Technological Knowledge, Technological Content and Pedagogical Knowledge in Augmented Reality 1 Nelson Cyril, 2 Khar Thoe Ng, 3 Deva Nanthini Sinniah, 4 Murugan Rajoo, 5 Sivaranjini Sinniah, 6 Wan Noor Adzmin, 7 Yoon Fah Lay & 8 Sharfuddin Abdul Shukor 1, 2, 3, 5, 6 & 8 SEAMEO RECSAM, Malaysia, 4 Universiti Pendidikan Sultan Idris, Malaysia, 7 Universiti Malaysia Sabah, Malaysia This study describes the effect of science teachers’ cognizance of technological knowledge, technological content, and pedagogical knowledge towards augmented reality across five age groups. This pilot study involved 44 science teachers from Penang, Malaysia using a 5-point Likert scale instrument. The administered survey instruments consisted of 18 questions on technological knowledge; technological content knowledge; and technological pedagogical knowledge. The analyses showed that generally teachers had good technical knowledge but their technological content and pedagogical knowledge seemed to be less. The results also showed that two items had significant differences using the Kruskal Wallis non-parametric test. The findings would be used as a tool to revise the servicing teachers’ technological practices using augmented reality incorporated in their daily teaching and learning sessions to obtain better learning outcomes. The research findings could also be used for further research exploring other variables affecting teachers’ technological knowledge. The intervention may be used in teachers’ training curriculum and continuing professional development in terms of determining their level of technological content and pedagogical knowledge that would increase the interest of students in learning and exploring science using Augmented Reality.