Unraveling in-service EFL teachers' technological pedagogical content knowledge

研究成果: 雜誌貢獻文章

摘要

The success of technology integration lies in teachers as designers of technology, pedagogy, and content. Their creativity in this regard involves technological pedagogical content knowledge (TPCK). In light of limited studies on EFL teachers' TPCK, this study examined the TPCK of three junior high EFL teachers attending a 12-week CALL workshop in Taiwan through lesson plan analysis and stimulated recall. Results show that these teachers demonstrated a common, though somewhat different, understanding of technology integration in EFL teaching contexts. Specifically, they demonstrated a common knowledge of prioritizing grammar teaching through computer technology and a common preference for incorporating PowerPoint, Hot Potatoes, weblog, and the Internet into language teaching. Their use of technology in teaching further suggests a common understanding that technologies could be integrated into traditional teaching sequence and instructional strategies. These findings help build an understanding of EFL teachers' application of computer technologies to their teaching contexts.

原文英語
頁(從 - 到)45-72
頁數28
期刊Journal of Asia TEFL
8
發行號2
出版狀態已發佈 - 2011 一月 1

指紋

teacher
Teaching
common knowledge
weblog
creativity
grammar
Taiwan
Internet
language

ASJC Scopus subject areas

  • Education
  • Linguistics and Language

引用此文

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abstract = "The success of technology integration lies in teachers as designers of technology, pedagogy, and content. Their creativity in this regard involves technological pedagogical content knowledge (TPCK). In light of limited studies on EFL teachers' TPCK, this study examined the TPCK of three junior high EFL teachers attending a 12-week CALL workshop in Taiwan through lesson plan analysis and stimulated recall. Results show that these teachers demonstrated a common, though somewhat different, understanding of technology integration in EFL teaching contexts. Specifically, they demonstrated a common knowledge of prioritizing grammar teaching through computer technology and a common preference for incorporating PowerPoint, Hot Potatoes, weblog, and the Internet into language teaching. Their use of technology in teaching further suggests a common understanding that technologies could be integrated into traditional teaching sequence and instructional strategies. These findings help build an understanding of EFL teachers' application of computer technologies to their teaching contexts.",
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