Using the TPACK Framework to Examine Technology Integration in English Language Teaching
Mohammed Debbagh, W. Monty Jones, Virginia Commonwealth University, United States
Society for Information Technology & Teacher Education International Conference, in Las Vegas, NV, United States ISBN 978-1-939797-13-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
A wealth of research involving technology use in World Language Teacher Education (WLTE) has mainly focused on how to enhance the teachers’ practices. The study of knowledge systems of teachers of English to speakers of other languages as they relate to technology integration to support language teaching has received little attention. The purpose of this paper is to fill the gap in the current literature by presenting a theoretical framework that explains technology integration in English language skills teaching and teachers’ cognition. Using Technological Pedagogical Content Knowledge (TPACK) as a conceptual framework, we will describe the knowledge base teachers of English to speakers of other languages need to effectively teach with technology. To this end, we will a) explain the TPACK framework, b) outline what constitutes the knowledge base in English language teaching within the TPACK framework and c) examine the implications of applying the TPACK framework.
Debbagh, M. & Jones, W.M. (2015). Using the TPACK Framework to Examine Technology Integration in English Language Teaching. In D. Rutledge & D. Slykhuis (Eds.), Proceedings of SITE 2015--Society for Information Technology & Teacher Education International Conference (pp. 3121-3126). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE).
© 2015 Association for the Advancement of Computing in Education (AACE)
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