Technological pedagogical content knowledge (TPACK) has received much attention recently, serving as a lens to examine the ways in which teachers integrate technology into teaching. Questionnaire instruments have been developed to examine teachers' TPACK. However, teacher-perceived TPACK may not fully reflect their real practices in classrooms. To address this problem, students' perspectives could be incorporated to achieve a balanced assessment of TPACK. Thus, the present study was to assess English as a foreign language (EFL) students' perceptions of their teachers' TPACK through a validated student-based TPACK instrument. Two hundred and fifty-seven EFL students of junior high school in Taiwan participated in this study. The results of the survey showed that the teachers were thought to be more proficient in the three individual domains of core knowledge than in the intersections between them. In particular, the students perceived that their teachers demonstrated content knowledge more adequately than their integrated TPACK. The resulting perceptions of the students could be used to help teachers enhance their teaching practices associated with technology.

O ver the past decade, there has been an increasing interest in research on teacher knowledge about technology integration, namely Technological Pedagogical Content Knowledge (TPACK). However, few studies have investigated how teachers transform their teaching with technology. To fill this gap, the present study adopted the Substitution, Augmentation, Modification, and Redefinition (SAMR) model to investigate the degree to which four Taiwanese English as a Foreign Language (EFL) teachers enacted their TPACK in the context of teaching English with iPads, as well as identified contextual factors that might influence the levels of their TPACK enactments. Results suggested that, although some of the teachers' iPad-based teaching indicated their competency in transforming their teaching, their teaching was predominantly enhanced by the tablets as a substitute to deliver linguistic input to their students in conventional teacher-centred classrooms. In addition, students' access to iPads and a wireless network was considered essential. This technological problem might constrain the teachers from enacting TPACK towards the higher levels of the SAMR scale. This study contributes to the literature on TPACK by providing empirical evidence on investigating the levels of TPACK enactments using the SAMR model.

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