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An Examination of EFL Teachers’ Technological Pedagogical Content Knowledge (TPACK) PROCEEDINGS

, , , Duquesne 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

Abstract

Computer tools are increasingly integrated in English as Foreign (EFL) curricula. Integrating technology in English language curriculum is necessary for preparing 21st century learners. Teachers’ Technological Pedagogical Content Knowledge (TPACK) is a comprehensive framework for assessing teachers’ own perceptions of their preparedness to use technology in their classrooms according to their assigned content area and specific grade level. The purpose of this pilot study was to investigate EFL teachers’ perceptions of their Technological Pedagogical Content Knowledge (TPACK). The data was collected from 54 EFL pre-service or/and in-service teachers using a TPACK survey to identify if and how teachers interact with technology in their classrooms. The preliminary results revealed no statistically significant differences between those who were active EFL in-service teachers and those who continued in pre-service education programs regarding the seven technology acceptance measures on the

Citation

Akcay, A.O., Mancilla, R. & Polat, N. (2015). An Examination of EFL Teachers’ Technological Pedagogical Content Knowledge (TPACK). In D. Rutledge & D. Slykhuis (Eds.), Proceedings of SITE 2015--Society for Information Technology & Teacher Education International Conference (pp. 1-3). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE). Retrieved August 20, 2017 from .

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