|
| The Journal of Asia TEFL |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
Search |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
| Today |
|
1,159 |
| Total |
|
3,785,117 |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
  Current Issue |
|
|
|
Go List
 |
|
|
| Volume 19 Number 3, Autumn 2022, Pages 740-1140 |
|
|
|
| |
Perceived Technology Integration Knowledge of Higher Education Language Instructors in the F2F Post-2020 Pandemic Era
|
|
| |
Sun Young Park & Kara Mac Donald
|
|
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.
Keywords: technology integration, post-pandemic, TPACK, language teacher associations (LTAs) |
|
|
|
|
|
The Journal of Asia TEFL
