Article
Perceived Technology Integration Knowledge of Higher Education Language Instructors in the F2F Post-2020 Pandemic Era
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- 발행기관
- 아시아영어교육학회 바로가기
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- 간행물
- The Journal of AsiaTEFL SCOPUS KCI 등재 바로가기
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- 통권
- Vol.19 No.3 (2022.09)바로가기
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- 페이지
- pp.911-936
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- 저자
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- 언어
- 영어(ENG)
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- URL
- https://www.earticle.net/Article/A418770
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원문정보
초록
- 영어
- Using an adapted questionnaire based on the Technology, Pedagogy, and Content Knowledge (TPACK) Model (Mishra, & Koehler, 2006), the study examined the impact of virtual teaching during the pandemic on language teachers’ perceived practice of technology integration one month after the return to F2F instruction to establish a baseline of their perception of competence. After nine months of continual F2F instruction, one-on-one interviews were conducted to obtain deeper insight into how TPACK was utilized in F2F instruction. The action research study drew on work (Rapanta et al., 2021) examining how the experience of teaching online in an Emergency Remote Teaching (ERT) (Hodges et al. 2020) context for one year can be utilized to understand teachers’ practice on the return to F2F instruction, while still responding to a dynamic and fluid educational situation. The results offer an in-depth knowledge of language teachers’ perceptions in terms of the interaction of three components of the TPACK model, with implications for not only higher education teacher workplace professional development, but also for professional development offered by language teacher associations (LTAs) to retain and attract membership.
목차
Abstract
Introduction
Literature Review
The Changing Face of Higher Education in the 21st Century
Role of Teachers in Digital Technology
Digital Technologies in Curriculum and Instruction
Professional Development
Technology, Pedagogy, and Content Knowledge (TPACK) Model
Method
Results and Discussion
Data Collection Instrument 1: Online Survey Examining Perception of TPACK and Impact of Virtual Instruction on the Return to F2F Instruction
Data Collection Instrument 2: Results of One-on-One Focused Interviews Nine Months after Continual F2F Instruction
Overview of Results from Instrument #1 and Instrument #2
Discussion
Role of Training Transfer
Teachers’ Beliefs
Teachers’ Needs
Institutional and Environmental Context and Culture
Implications and Recommendations
Rethinking Professional Development Beyond the LTAs Conferences
Peer Led Professional Development through Critical Friendships
Conclusion
The Authors
References
Appendix
키워드
technology integration post-pandemic TPACK language teacher associations (LTAs)저자
간행물 정보
발행기관
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- 발행기관명
- 아시아영어교육학회 [Asia TEFL]
- 설립연도
- 2004
- 분야
- 사회과학>교육학
- 소개
- The goals of Asia TEFL are to promote scholarship, disseminate information, and facilitate cross-cultural understanding among persons concerned with the teaching and learning of English in Asia. In order to accomplish this, Asia TEFL will pursue the following goals: 1. To link ELT professionals in joint research on issues and concerns regarding English teaching and learning in the Asian context. 2. To publish an academic journal, The Asia TEFL Journal, as an internationally recognized journal in the field of English language teaching. 3. To host conferences and seminars addressing important issues concerning ELT in Asia. 4. To develop proficiency guidelines and assessment methods designed for the needs of the Asian context. 5. To develop programs for Asian learners and teachers of English to build their English language proficiency and cultural understanding and provide them with the skills required to be efficient English teaching professionals.
간행물
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- 간행물명
- The Journal of AsiaTEFL
- 간기
- 계간
- pISSN
- 1738-3102
- eISSN
- 2466-1511
- 수록기간
- 2004~2026
- 등재여부
- SCOPUS,KCI 등재
- 십진분류
- KDC 740 DDC 420
이 권호 내 다른 논문 / The Journal of AsiaTEFL Vol.19 No.3
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