Factors influencing technology integration in an EFL context: investigating EFL teachers’ attitudes, TPACK level, and educational climate

Raygan, Ali; Moradkhani, Shahab

doi:10.1080/09588221.2020.1839106

Cited by 77 publications

(66 citation statements)

References 57 publications

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“…Teacher qualifications, competencies, and experiences play an important role in the planning and implementation of educational activities in classrooms (Demir & Bozkurt, 2011), and the way teachers use technology has the potential to innovate in education (Carr, * Correspondency: veyseldemirer@gmail.com Jonassen, Litzinger, & Marra, 1998;Karatas, Tunc, Yilmaz, & Karaci, 2017;Koehler & Mishra, 2005). In this regard, many studies demonstrate the importance of teachers' technology adoption (Raygan, & Moradkhani, 2020). Shulman (1986Shulman ( , 1987 states that teachers' competencies should involve content knowledge, pedagogical knowledge, pedagogical content knowledge, curriculum knowledge, knowledge of learners' characteristics, educational context knowledge, educational outcomes, objectives, values, and philosophical and historical foundations.…”

Section: Introductionmentioning

confidence: 99%

The role of technological pedagogical content knowledge and social cognitive variables in teachers’ technology integration behaviors

Dikmen

Demirer

2022

Participatory Educational Research

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The Technological Pedagogical Content Knowledge (TPACK) framework provides a theoretical perspective of showing whether a teacher can effectively design and conduct technology-enhanced instruction. In addition, social cognitive variables like self-efficacy, outcome expectations, interest and intentions play a vital role in whether teachers choose to integrate technology into their instructional practices. Therefore, this study aimed to investigate the relationships between TPACK dimensions and these social cognitive variables to understand teachers’ behaviors in technology integration. For this purpose, a hypothetical model was designed and tested through structural equation modeling to investigate the relationships among these variables. The research sample consisted of 850 teachers from Turkey. The study findings demonstrate that especially teachers' technological knowledge (TK), technological content knowledge (TCK), technological pedagogical knowledge (TPK), and TPACK-core (different interactions of CK and PK with TK) together with their self-efficacy, outcome expectations, and interest have impacts on their intentions to use educational technologies. In this context, teachers with a high level of technological pedagogical content knowledge are more interested in educational technologies, their expectations regarding the outcomes of using instructional technologies increase and they develop behavioral intentions of using educational technologies; as a result, they see/evaluate themselves as more qualified in technology integration. Consequently, the study results are expected to contribute to a better understanding of teachers' behaviors and beliefs toward technology integration in education.

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Section: Introductionmentioning

confidence: 99%

The role of technological pedagogical content knowledge and social cognitive variables in teachers’ technology integration behaviors

Dikmen

Demirer

2022

Participatory Educational Research

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“…Moreover, a number of studies (e.g., Liu et al, 2016;Mahmoodi et al, 2020;Najjari et al, 2021;Raygan & Moradkhani, 2020;Wu & Wang, 2015) have investigated EFL in-service teachers' perceptions of TPACK in integrating technology into their practices. Conducting a quasi-experimental research with 15 EFL teachers in Iran, Najjari et al (2021) found that through holding TPACK workshops, teachers' perceptions about TPACK literacy could be developed.…”

Section: Figurementioning

confidence: 99%

“…Conducting a quasi-experimental research with 15 EFL teachers in Iran, Najjari et al (2021) found that through holding TPACK workshops, teachers' perceptions about TPACK literacy could be developed. In a recent study, Raygan and Moradkhani (2020) also conducted a study with 209 Iranian EFL teachers to investigate the effect of EFL teachers' attitude, TPACK, and school climate on technology integration. Regarding TPACK, they found that teachers' technological knowledge could significantly predict the integration of technology into EFL classes.…”

Section: Figurementioning

confidence: 99%

Online Teacher Quality and TPACK Framework of Knowledge: EFL Pre-service Teachers' Views

Basirat

Taghizadeh

2021

IJFLTR

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“…The development of learning is influenced by various factors that dominate. One of the important factors is the existence of technology (Carrier et al, 2017;Raygan & Moradkhani, 2020). As one of the important components in 21 st century learning is communication skills (Rahman dkk., 2019).…”

Section: Introductionmentioning

confidence: 99%

Arabic Learning in the Digital Era: Approach in Online System

Arifin¹,

Febriani

Saputra

et al. 2021

Lughawiyah

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One alternative to learning Arabic in the digital era is through online learning using digital technology. The process of learning Arabic in Indonesia has developed rapidly in recent times. The transition from face-to-face to online classes requires adjustments in the learning approach. This research used literature review method. Sources of data were books, articles, and other relevant sources. Data were analyzed through data collection procedures, data grouping, data display, and drawing conclusion. The validity of the data was tested through source and technical triangulation. The result of the study indicated that there are three appropriate approaches for learning Arabic online in this digital era, namely the contextual approach, constructivism approach, and behaviorism approach. The choice of approach should meet the students’ needs and learning conditions. Each approach could be implemented through a variety of methods and techniques. The integration of these three approaches in learning Arabic online provides broad opportunities for students to study independently and develop language skills aspects through various available digital media platforms.

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Factors influencing technology integration in an EFL context: investigating EFL teachers’ attitudes, TPACK level, and educational climate

Cited by 77 publications

References 57 publications

The role of technological pedagogical content knowledge and social cognitive variables in teachers’ technology integration behaviors

The role of technological pedagogical content knowledge and social cognitive variables in teachers’ technology integration behaviors

Online Teacher Quality and TPACK Framework of Knowledge: EFL Pre-service Teachers' Views

Arabic Learning in the Digital Era: Approach in Online System

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