원문정보
초록
영어
The success of technology integration lies in teachers as designers of technology, pedagogy, and content. Their creativity in this regard involves technological pedagogical content knowledge (TPCK). In light of limited studies on EFL teachers’ TPCK, this study examined the TPCK of three junior high EFL teachers attending a 12-week CALL workshop in Taiwan through lesson plan analysis and stimulated recall. Results show that these teachers demonstrated a common, though somewhat different, understanding of technology integration in EFL teaching contexts. Specifically, they demonstrated a common knowledge of prioritizing grammar teaching through computer technology and a common preference for incorporating PowerPoint, Hot Potatoes, weblog, and the Internet into language teaching. Their use of technology in teaching further suggests a common understanding that technologies could be integrated into traditional teaching sequence and instructional strategies. These findings help build an understanding of EFL teachers’ application of computer technologies to their teaching contexts.
목차
INTRODUCTION
LITERATURE REVIEW
PURPOSE OF THE STUDY AND RESEARCH QUESTIONS
METHODOLOGY
Research Setting
Participants
Data Collection
Data Analysis
RESULTS
The Subject Matter Chosen to be Taught with the Computer
The Technologies Selected to Support Teaching
Teaching Strategies Employed to Facilitate Teaching
Contextual Constraint
DISCUSSION AND IMPLICATIONS
The Teachers’ Understanding of Particular Language Components Suitable for CALL Tasks
The Teachers’ Preference for Particular Technologies
Sustaining Existing Teaching Strategies with Technology
CONCLUSION
THE AUTHORS
REFERENCES