Do EFL teachers transform their teaching with iPads? A TPACK-SAMR approach

Abstract

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.

Promoting Middle School Students’ Engagement Through Incorporating iPad Apps in EFL/ESL Classes

“…Xin and Affrunti (2019) state that using the iPad and iPad app appears to provide a potential avenue for English language learners (ELLs) in learning English vocabulary words. Tseng (2019) recently has investigated four Taiwanese EFL teachers who enacted their TPACK in the context of teaching English with iPads. Their results suggested 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-centered classrooms.…”

Dialogic Teaching Enhanced by SAMR model for Developing Prospective Teachers' Reflective Teaching Skills

“…Besides, Savignano (2017) studied perceptions of teachers and administrators on integrating technology (SAMR model) into the classroom environment to enhance students' learning experience and outcomes. Tseng (2019) has also adopted the SAMR model to find out the degree to which EFL teachers enact their TPACK that describes teachers' knowledge related to the integration of technology in teaching and learning, with ipads. Fu and Yang (2019) have additionally tried to explore the effects of applying Youglish as an online video pronunciation dictionary that makes use of a variety of aspects to develop speaking skills based on the lexical approach of learning.…”

Integration of MS Teams as an LMS Tool for Language Classroom: An Analysis using SAMR Model

“…Howlett et al (2019) [5] have studied that majority of the samples used technologies (tools in general) only up to lower levels (Substitution & Augmentation). Tseng (2019) [6] has made a study on the use of iPads for language teaching. The study finds that technological problem of the instructor might influence to reach the higher levels (Modification & Redefinition).…”