THE CHALLENGES FACED BY EFL PROSPECTIVE TEACHERS DURING TPACK DEVELOPMENT

The high level of Technological Content Knowledge (TCK) among prospective student teachers in their TPACK profile has significant implications. This indicates that these students possessed a strong understanding of how to effectively integrate ttechnology into their teaching practices, specifically in relation to the content they were teaching. This proficiency in TCK enables them to utilize technological tools and resources in a purposeful and pedagogically sound manner, enhancing the overall quality of instruction in the classroom. As a result, these prospective teachers are better equipped to meet the demands of the digital age and provide meaningful and engaging learning experiences for their future students. However, it is important for them to continue developing their pedagogical and content knowledge along with their technological skills to ensure a comprehensive and well-rounded TPACK profile

THE PROFILE OF EFL TEACHERS’ CANDIDATE TPACK IN NEW NORMAL ERA

TPK, and TPACK constructs, which prompted researchers to question the peculiarities of these three TPACK domains. Referring to TPACK's weaknesses in terms of precision and heuristic values, they concluded that TPACK may be theoretically effective but provides limited practical benefits for teachers, researchers, and administrators. The high level of Technological Content Knowledge (TCK) among prospective student teachers in their TPACK profile has significant implications. This indicates that these students possessed a strong understanding of how to effectively integrate ttechnology into their teaching practices,  specifically  in  relation  to  the  content  they  were  teaching

Technology Use and Technology-Related Learning Experiences as Perceived by Indonesian Tertiary EFL Students

Research aiming at investigating Technological Pedagogical Content Knowledge (TPACK) has been extensively conducted and measured by TPACK instruments developed in the context of ESL (English as a Second Language). Therefore, research within the context of EFL (English as a Foreign Language) and which applies a TPACK instrument specifically designed for the EFL context can give a significant contribution to the field of study. This study was conducted to map the TPACK of thirty-three EFL students at a teacher training institution in South Sumatera (Indonesia) by using a TPACK questionnaire specifically designed to map ICT-related learning experiences of Indonesian EFL students. The result of the analysis was presented in terms of the students’ TPACK perceptions concerning five domains: Technological Knowledge (TK), Technological Content Knowledge (TCK), Technological Pedagogical Knowledge (TPK), Technological Pedagogical Content Knowledge (TPCK), and Technology-Related Learning Experience (TLE)

The Influence of Self-Efficacy and Attitude Towards Digital Technologies on Teachers’ Technology, Pedagogy and Content Knowledge

This research aims to investigate Indonesian teachers’ perceptions of self-efficacy and attitudes towards digital technologies, as well as their technological, pedagogical, and content knowledge (TPACK) in teaching and factors that affect digital technology integration into classroom. A mixed-methods approach was employed. Finding revealed that teachers ‘possessed good self-efficacy, attitudes, and TPACK in the classroom. Findings also suggested that students’ access to ICT facilities was the most preventive factor for employing digital tools in the classroom

Evaluating Chinese K-12 CFL/CSL Teachers’ Readiness Toward Interactive Reading Platforms

Purpose: This paper aims to investigate in-service Chinese teachers' perception of TPACK and readiness for integrating Interactive Reading Platforms when teaching Chinese as a foreign language (CFL) or as a second language (CSL) at K-12 and to determine the effect of TPACK on teachers’ readiness for technology integration. Research design, data and methodology: The research is quantitative in nature, using questionnaires and survey to collect data from samples. 226 teachers responded to the online questionnaires which was based on TPACK model and contained 43 items in total after adjustment for item validation and reliability. The variables were content knowledge (CK), pedagogical knowledge (PK), pedagogical content knowledge (PCK), technological knowledge (TK), technological content knowledge (TCK), technological pedagogical knowledge (TPK) and teacher readiness (TR). Results: Descriptive statistics showed overall high competency and readiness for technology integration, but participants were least confident about TK. Multiple linear regression supported the hypothesis that TPACK could affect TR statistically significantly. TPK had the greatest impact on TR; PK second; TCK third, CK had negative effect on TR. The remaining TK and PCK showed no influence. Conclusions: More study is suggested to investigate the effect of TK and CK on TR. Recommendations and suggestions for future research have been provided

Early and late adopter effects between schools in a one-to-one computer initiative

Although there are numerous studies on the development of teachers’ professional digital competence, only a few have studied the intermediate levels of the education system and its impact over time. A structural merger of three Norwegian municipalities allowed for a natural field experiment involving two school districts. In the present study, we explored potential differences in early and late adopter effects on teachers from school districts. Survey data were collected to assess teacher-level perceptions of organisational support and access to collaborative professional communities. Teachers also rated themselves according to the Technological, Pedagogical, and Content Knowledge (TPACK) framework for digital competence and answered questions to assess their level of student-centred teaching beliefs. The data were analysed using Structural Equation Model (SEM) to explore associations between study variables and patterns of differences between school districts. The results indicate that municipality- or school district-level initiatives have influenced the behaviour of school management and in the teacher community, and possibly result in a more student-centred teaching style in the classroom. The present paper adds new insights into how teachers and schools are influenced by the intermediate levels of the education system. The findings from our study may thus be of interest to researchers exploring the professional development of digital competence for teachers and schools. Moreover, as we highlight how school districts approach and support schools in the implementation of one-to-one coverage of digital devices in schools, we bring updated knowledge to this research field.publishedVersio

Technological, pedagogical, and content knowledge for technology integration: a systematic literature review

Many empirical studies used technological, pedagogical, and content knowledge (TPACK) to evaluate technology integration in education. However, systematic reviews on TPACK, related to technology integration in education are still limited, linked to the TPACK and technology integration issue. Therefore, this systematic literature reviews TPACK-based studies from 2010 to 2022, focusing on three topics: instruments to assess TPACK, TPACK domains’ inter-correlation, and TPACK relationships with technology integration. This systematic literature review implemented PRISMA (preferred reporting items for systematic reviews and meta-analyses). The study used Science Direct as a platform for articles’ search with three keywords, namely TPACK, preservice teacher; TPCK, preservice teacher; and TPACK, preservice teacher, technology integration. There were 28 articles reviewed. The findings informed 11 articles regarding scales to assess TPACK. There were nine articles reported TPACK domains’ intercorrelation and 10 articles informed TPACK relationships with technology integration. This study could significantly contribute to advancing knowledge regarding instruments to assess TPACK, TPACK factors inter-correlation, and TPACK and technology integration

Increasing the impact of ICT in language learning: Investigating the effect of teachers’ ownership of microblending CALL in the classroom within the WST model of ICT use.

This thesis aims to address why the adoption of CALL (Computer Assisted Language Learning) within the language classroom is so varied, and its success so unclear, despite fifty years of investment and research. The huge promise of ICT (Information and Communications Technology) driven results has created an imbalance in language teaching, where initiatives are brought about from outside the classroom, with teachers held accountable for their adoption. My reading of the literature is that lack of consideration of the teacher’s role in implementation of classroom technology has led to mismatched expectations and performance. If the nature of the teacher’s contribution is recognized, I believe that this can lead to more effective use of ICT, which I have set out to show. My study, based on a survey of 319 EFL (English as a Foreign Language) teachers across the international group of 31 schools in which I work, seeks to put the teacher back into the picture by examining where their enacted beliefs in social constructivist pedagogy best align with classroom use of digital technology. I coin this emerging praxis ‘microblending’, a pedagogy rooted in Second Language Acquisition (SLA) theory and contemporary methodology, and I seek to demonstrate its relevance in this study I test the viability of measuring teacher’s microblending readiness through application of Technology Acceptance Modelling (TAM) in an EFL setting to produce a model that explains the variation in classroom use of ICT. My model is based on a critical replication of the WST (‘Will, Skill, Tool’) model, a TAM model which has so far only been used in mainstream classroom teaching. I have updated, created and piloted new instruments within the scope of the study, which are now already in use within the institution where I carried out my investigations. Using both linear regression and Structural Equation Modelling (SEM) techniques I explored how these measurements of the learning environment can explain a teacher’s application of technology. This first attempt appears to explain over 89% of the variation in classroom use of technology, which already exceeds the predictive power of several contemporary models in use in parallel fields of education. Given further work to refine and apply the model, a valuable improvement could be made in how teachers work with ICT in the language classroom for improved learning outcomes

The digital silver lining of the pandemic: the impact on preservice teachers’ technological knowledge and beliefs

COVID-19 drastically disrupted teaching and learning worldwide and across all educational levels. Technology took on a central role in redefining education under these exceptional circumstances and frequently revealed challenges related to both infrastructure and to teachers’ and learners’ technological skills and readiness. This study aimed to investigate whether the experience of emergency remote education significantly impacted preservice teachers’ knowledge and beliefs for their future teaching with technology. We investigated three cohorts of preservice teachers (pre-lockdown, n = 179; during lockdown, n = 48; post-lockdown, n = 228) and explored differences in their self-reported technological pedagogical content knowledge (TPACK) and their technological beliefs. Findings showed positive effects in the post-lockdown cohort, reflected in higher levels of technological knowledge (TK) and technological pedagogical content knowledge (TPCK) compared to the pre-lockdown cohort. In addition, unique positive effects on content knowledge (CK) and pedagogical content knowledge (PCK) were found in the post-lockdown cohort among preservice teachers with prior teaching experiences. No effects of either cohort or experience emerged for preservice teachers’ technological beliefs. These findings indicate that, despite the challenges related to COVID-19 lockdowns, preservice teachers not only appear to have maintained positive beliefs towards technology but may have even been able to draw benefits from the experience of lockdown. These findings and the positive effects associated with teaching experience are discussed with regard to their implication for teacher education