Developing an instrument for assessing technological pedagogical content knowledge as perceived by EFL students

Tseng, Jun Jie

doi:10.1080/09588221.2014.941369

Cited by 44 publications

(37 citation statements)

References 27 publications

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“…Over time, research into secondary pre-service teachers' TPACK has included Computer Sciences or use of digital tools such as smart boards (eg, Doukakis et al, 2010;Jang & Tsai, 2012); English as a foreign language (Tseng, 2016); and Geography (Su, Huang, Zhou, & Chang, 2017) often focusing on the construction of a TPACK scale specific to that discipline context.…”

Section: Tpackmentioning

confidence: 99%

Exploring TPACK among pre‐service teachers in Australia and Israel

Redmond¹,

Peled²

2018

Brit J Educational Tech

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The ubiquitous nature of technology in the world has not yet translated into the ubiquitous use of technology to transform learning and teaching. Teachers lack the confidence and competence to integrate technology across a broad range of tools within a range of contexts. Technological pedagogical content knowledge (TPACK) has become a common framework to explore technology within teaching and teacher education. However, little research exists to explore the similarities and differences of TPACK between different teacher education programmes, within different countries or even different disciplines, especially in a secondary context. Using a self‐report online survey, this study sought to compare and contrast TPACK results from pre‐service teachers studying in secondary teacher education programmes in Australia and Israel. Findings suggest that TPACK is higher in Australia, and in both countries for those students who were aged over 26. There were no significant differences between gender and disciplines reported. The paper also discusses broad‐scale implications for the future of research in TPACK.

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Section: Tpackmentioning

confidence: 99%

Exploring TPACK among pre‐service teachers in Australia and Israel

Redmond¹,

Peled²

2018

Brit J Educational Tech

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“…In English language teaching, TPACK has been used to examine the knowledge bases of pre-service teachers (Baser, Kopcha, & Ozden, 2016), in-service teachers pursuing graduate studies (Hossein and Kamal, 2012;Zoch & Myers, 2017), and EFL students (Hasniza Nordin & Tengku Faekah Tengku Ariffin, 2016;Tseng, 2016).…”

Section: Tpack Development and Usementioning

confidence: 99%

Measuring teachers’ readiness to use technology

Misieng

Ramanair

Rethinasamy

2018

JITA

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Accepted as an integral part of education, technology in teaching and learning can enhance practice not only in the traditional class but also beyond it. Schooling can now be extended to learning beyond the four enclosed walls of the classroom into the almost limitless possibility of education across time and space accessible via the domain of cyber technology. The significant contribution of technology to education has prompted educational bodies like the Malaysian Ministry of Education to prominently point out that online learning becomes the main pedagogical approach in higher learning institutions in the nation’s educational blueprint. The powerful potential of technology however, can only be realised through informed and purposeful use of it by teachers. Integrating technology in the language classroom requires that teachers not only have knowledge about the Technology but interplay between three components of knowledge – Technology, Pedagogy, and Content Knowledge (TPACK) which determines the essential qualities of teacher knowledge that are required when teachers employ technology in their teaching. The main study is therefore designed to measure teachers’ readiness to use technology in teaching English language in tertiary level classrooms to enhance student learning. To serve this purpose, a pilot study was carried out on 20 English language instructors to evaluate the reliability and the validity of a questionnaire that was adapted to gauge instructors’ readiness in carrying out technology-mediated classrooms at a public university in Malaysia. Correlations among items in the current study reveals lower coefficients compared to a previous study on the same instrument probably due to the smaller sample size in the current study but the correlationships are mostly positive which still suggests convergence validity. The internal consistency of the items was mostly better than two previous similar studies. Five items that seemed to be misbehaving in their respective measures were chosen based on their inter-item correlation and the item-total statistics and scrutinized via cognitive interviews with selected respondents to gain insights into the items but the results of the interviews revealed that the items are functioning as intended.

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“…Apart from learner perspectives, teachers' knowledge of and attitudes toward the use of CMC in language teaching is effective in getting their students to communicate in a foreign language in CMC (Tseng, 2016). Technological Pedagogical Content Knowledge (TPACK) is teachers' knowledge of and attitudes toward technology, pedagogy, and content (Mishra & Koehler, 2006).…”

Section: Rationale For the Studymentioning

confidence: 99%

“…Technological Pedagogical Content Knowledge (TPACK) is teachers' knowledge of and attitudes toward technology, pedagogy, and content (Mishra & Koehler, 2006). Therefore, researchers have been interested in how to develop teachers' TPACK (Mishra & Koehler, 2006;Tseng, 2016). In this study, teachers and learners used Second Life, one of the most popular 3D MUVES and a modern and advanced form of CMC.…”

Section: Rationale For the Studymentioning

confidence: 99%

Turkish Foreign Language Learners’ Roles and Outputs: Introducing an Innovation and Role-Playing in Second Life

Ozbek

Çomoğlu

Baran

2017

CONTEMP EDUC TECHNOL

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This study aims to design of the two activities "introducing an innovation" and "role playing" in Second Life (SL) and to evaluate qualitatively Turkish foreign language learner's roles and outputs before, while, and after the implementation of the activities. The study used community of inquiry model consisting of cognitive presence and social presence as a theoretical frame to discuss the roles and outputs. The participants were twelve students and two English teachers from two different high schools. Teaching and learning in SL took six weeks. The first activity "introducing an innovation" let students develop an innovation and introduce it in English at a congress hall. The second activity "role playing" had four different scenarios in which students would be involved in; travel agency, get permission from family to go out, restaurant, and renting a car. It was found that the two activities in Second Life had various requirements in terms of the teacher, the student and the social environment and that they differed in pre-activity, while-activity and post-activity phases in terms of outputs. When the learning contexts created in this study are considered in terms of cognitive presence, the outcomes of the interaction effect between the teacher, the student, and the social environment were higher in the role-playing activity than in the second activity. Written preparations done before the activity in both teaching activities had positive effects on students' performance during the activity. The fact that students responded to the questions spontaneously without following the scenario and that they found the correct answer through discussion affected their cognitive presence positively. For social presence, the role-play activity resulted in higher social presence than introducing an innovation since the students studied individually in the introduction of an innovation.

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Developing an instrument for assessing technological pedagogical content knowledge as perceived by EFL students

Cited by 44 publications

References 27 publications

Exploring TPACK among pre‐service teachers in Australia and Israel

Exploring TPACK among pre‐service teachers in Australia and Israel

Measuring teachers’ readiness to use technology

Turkish Foreign Language Learners’ Roles and Outputs: Introducing an Innovation and Role-Playing in Second Life

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