Understanding levels of technology integration: A TPACK scale for EFL teachers to promote 21st-century learning

Abstract

Education worldwide has emphasized 21st-century competencies, including language competence, computer competence, and thinking skills. Research on Technological Pedagogical Content Knowledge (TPACK), essential teacher knowledge, has attempted to address the need for technology integration to support thinking skills. However, existing TPACK assessments have not intended to help teachers understand the levels of technology integration in teaching English as a foreign language (EFL). Therefore, this study proposed a two-dimensional TPACK scale, allowing EFL teachers to assess their TPACK in integrating technology and thinking skills. In total, 525 EFL teachers responded to this survey online. Scores of this scale were collected to test and establish validity and reliability. The statistical evidence showed that this instrument has high reliability and validity and is helpful for understanding levels of technology integration. The results showed that the EFL teachers were less confident in their TPACK teaching higher-order thinking skills. The EFL teachers in different cultures reported different confidence levels in TPACK and thinking skills (F(6, 518) = 7.83, p < .001). The high-achieving EFL teachers reported high TPACK self-efficacy (r = .210, p < .05). This TPACK survey would be helpful for EFL teachers to understand their development of TPACK in integrating technology and thinking skills in teaching English.

The relationship between teachers' information technology integration self-efficacy and TPACK: A meta-analysis

“…Different research objectives, tools, statistical methods and other factors may lead to different relationships. The review of empirical research literature shows that, on the one hand, TPACK has a positive impact on teachers' information technology integration selfefficacy (Joo et al, 2018;Yang, 2018;Wang, 2020Wang, , 2022Durak, 2021), however, in terms of various dimensions of TPACK, there are certain differences in this relationship. Abbitt found that TPK, PCK, and TK had a significant positive effect on teachers' information technology integration self-efficacy, but PK had a negative effect on it, and TCK and TPCK had no significant effect (Abbitt, 2011).…”

Examination of 21st Century Skills and Technological Competences of Students of Fine Arts Faculty

“…Again, the prevalence of internet access within the scope of technological developments may leave students vulnerable to the internet, which is a media source. Media literacy, which is one of the 21st century information, media and technology skills, is within the scope and purpose of media literacy, both to provide students with the ability to distinguish whether the information they reach over the internet is real or fictional, and to enable them to look at the media critically (Lampropoulos et al, 2021;Shadiev &amp;Wang, 2022;Shafie et al, 2019;Zhang & Zou, 2020). As it is understood, 21st century skills are the skills that are necessary for individuals to lead their lives in a more qualified way, to solve the problems they encounter more easily, to analyze the events experienced in their environment or society from different perspectives, and to be more successful in their professional and social lives.…”

“…Today's contemporary societies have transformed from the industrial societies of the 20th century to the information societies of the 21st century due to the rapid development of technology and the increasing need for information. In order for individuals to adapt to the information society and to fulfill the increasing demands of the 21st century business world, they need to have a number of skills, unlike the individuals who have only knowledge and have a diploma of the 20th century (Wang, 2022). The business world seeks not only employees who do their job well, but also individuals who are creative, problem-solving, productive, responsible, selfmanaged, strong in communication and equipped with social skills.…”

Practices, purposes and challenges in integrating gamification using technology: A mixed-methods study on university academics

“…However, academics soon realize that technological intervention alone is insufficient. As pointed by many researchers and educationists, achieving the goals of 21 st century education requires educators to master a myriad of pedagogies that engage learners (Wang, 2022) and impel them to conceptualize and solve problems. These should be achieved by a "concurrent shift in the role and attitudes of the instructor" (Wismath, 2013, p. 88).…”