Examining EFL Teachers' TPACK Perceptions, Web 2.0 Tools Usage, Workload, and Technostress Levels

Hunutlu, Şadıman; Küçük, Sevda

doi:10.4018/ijcallt.315306

Cited by 3 publications

(2 citation statements)

References 70 publications

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“…Participants have strong belief (M=4.35) that digital tools and resources may support their professional development, and this is supported by Lee et al (2023), reported technology impacted teacher continuous professional development in their research study. Participants' perception on their ability to use Web 2.0 tools obtained the lowest mean score (M= 4.04) in the TPACK subdomain, this result is align with Hunutlu & Kucuk (2022) research, which reported that although English teachers have positive perceptions of TPACK, it appears that they do not often employ web 2.0 tools.…”

Section: Technological Pedagogical and Content Knowledge (Tpapk)supporting

confidence: 86%

Examining Labuan ESL Teachers’ Mastery of TPACK in the Teaching of English

Vun Leong,

Md Yunus

2024

IJARPED

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For English as a Second Language (ESL) instruction to be successful in this digital age, the incorporation of technology has become increasingly important in the dynamic field of language teaching. However, there is a dearth of research addressing teachers' Technological Pedagogical and Content Knowledge (TPACK) in Malaysia ESL classroom setting. Hence, this study examined ESL teachers' mastery of TPACK in the teaching of English in Labuan, Malaysia. Sixty-nine ESL Labuan ESL teachers participated this quantitative study by answering an online questionnaire distributed through Google Form via Telegram group. The results showed that teachers had a high level of understanding across all TPACK components. Among the four domains, teachers' technological knowledge was the highest, while teachers have the lowest mastery of pedagogical knowledge. No significant difference was found between teachers' TPACK level and their teaching experience. This study also reported there is a lack of a statistically significant difference in Labuan ESL teachers' TPACK level according to the professional development they have received. The findings of the research offer insight to educators and policymakers as Labuan teachers need to possess the necessary technology literacy skills to ensure the effectiveness of ESL teaching.

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Section: Technological Pedagogical and Content Knowledge (Tpapk)supporting

confidence: 86%

Examining Labuan ESL Teachers’ Mastery of TPACK in the Teaching of English

Vun Leong,

Md Yunus

2024

IJARPED

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“…The Standards of Educational Technology Competence of Primary and Secondary School Teachers in China also put forward: "The profession of teachers tends to be specialized, and the standard to measure the professional specialization of teachers is the level of teachers' intelligent intelligent information technology level, especially in the special aspects of education [8][9][10][11]." Biological experiments are an indispensable part of students' biology learning, and biology and social life are inextricably linked.…”

Section: Introductionmentioning

confidence: 99%

Analysis of Intelligent Teaching Ability of Pre-service Biology Teachers Based on TPACK Theory

Suhua Jiang

2024

jes

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The level of Technological Pedagogical Content Knowledge (TPACK) of modern intelligent-based teaching directly affects the teaching ability of pre-service teachers. In this study, all the students majoring in biological sciences in the College of Life Sciences of X Normal University were selected as the research objects. The existing TPACK level of pre-service biological teachers was investigated by means of literature research and questionnaire survey, and the factors that might influence the TPACK level of pre-service biological teachers were analyzed. The results showed that the overall TPACK level of pre-service biology teachers was in the middle level, and the TK level was the lowest, followed by the TPCK level. The seniors were higher than the freshmen in all dimensions of TPACK, and there were significant differences in each dimension. Seniors were higher than juniors in all dimensions of TPACK, and there were significant differences between them in CK and TPK, while there were no significant differences in other dimensions. Comparing the juniors and seniors as a whole with the freshmen and sophomores students as a whole, it was found that the former was higher than the latter in seven dimensions, and the differences in each dimension were extremely significant. This indicates that the establishment of the biological talent training program had a significant promoting effect on the improvement of pre-service teachers' TPACK level. This provides an important theoretical basis for the training of TPACK level of pre-service biology teachers in this school.

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Language teachers’ perceptions and acceptance of educational robotics for classroom integration

Yu,

Gutiérrez-García,

Soto-Varela

et al. 2025

CONT ED TECHNOLOGY

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Robotics education and robot-embedded learning have become focal points in recent interdisciplinary and innovative education. Despite the identified opportunities, there are still limitations and considerations before integrating educational robotics into foreign language education on a large scale. This survey investigates foreign language teachers’ perceptions and acceptance of teaching with educational robotics and robot-assisted language learning. To achieve this, the ERPA scale, containing five subscales measuring teachers’ technological, pedagogical, and content knowledge, and the perceived usefulness of robots, was adapted as the data collection instrument. The scale consisted of 19 items based on a 5-point Likert scale. A total of 109 foreign language teachers from Spain participated in the survey. The results suggest a positive relationship between teachers’ basic digital competence, technological knowledge of robot usage, pedagogical knowledge in foreign language teaching, and perceived usefulness of robots. Additionally, the length of service and target language positively affect acceptance. This research contributes to current educational robotics studies by identifying features of robots considered suitable for language teaching, such as animal-like embodiments instead of humanoid forms.

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Examining EFL Teachers' TPACK Perceptions, Web 2.0 Tools Usage, Workload, and Technostress Levels

Cited by 3 publications

References 70 publications

Examining Labuan ESL Teachers’ Mastery of TPACK in the Teaching of English

Examining Labuan ESL Teachers’ Mastery of TPACK in the Teaching of English

Analysis of Intelligent Teaching Ability of Pre-service Biology Teachers Based on TPACK Theory

Language teachers’ perceptions and acceptance of educational robotics for classroom integration

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