Designing and evaluating a professional development programme for basic technology integration in English as a foreign language (EFL) classrooms
Australasian Journal of Educational Technology Volume 31, Number 6, ISSN 0814-673X Publisher: Australasian Society for Computers in Learning in Tertiary Education
This study aims to develop and evaluate a professional development programme for technology integration in an Indonesian university’s English language teaching setting. The study explored the characteristics of this programme to English lecturers’ technological pedagogical content knowledge (TPCK) development. This design-based research employed interviews, a data logbook, TPACK (Total PACKage) surveys, teacher attitudes toward computer (TAC) surveys, and a technology integration assessment rubric. Results show that participants had positive experiences with the professional development programme. TPCK was also enhanced after the professional development activities based on self-reported TPACK survey. Overall, evidence from all data sources shows that the professional development arrangement for technology integration improves the English lecturers’ TPCK. Crucial aspects of a professional development programme should include the TPACK framework as a knowledge base, the design approach, active engagement, authentic learning experiences in a collaborative environment, curriculum coherency, an intensive programme schedule, guidance, support, and feedback.
Ansyari, M. (2015). Designing and evaluating a professional development programme for basic technology integration in English as a foreign language (EFL) classrooms. Australasian Journal of Educational Technology, 31(6),. Australasian Society for Computers in Learning in Tertiary Education.
The relations among teacher value beliefs, personal characteristics, and TPACK in intervention and non-intervention settings
Sheng-Lun Cheng & Kui Xie, The Ohio State University, United States
Teaching and Teacher Education: An International Journal of Research and Studies Vol. 74, No. 1 (August 2018) pp. 98–113
Daniel Mourlam, University of South Dakota, United States
Journal of Technology and Teacher Education Vol. 25, No. 3 (July 2017) pp. 301–325
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