earticle

영어

The main purpose of this study is to conduct a comparative analysis of how teachers and students perceive teachers’ technological integration knowledge with respect to the technological pedagogical content knowledge (TPACK) variables. To verify the research purpose, a survey was conducted using items designed to measure the TPACK variables with 100 students and 39 English teachers from 13 middle schools located in the region. The results showed that teachers had a positive perception of their technological integration knowledge across all TPACK elements. In contrast, students rated teachers’ technological knowledge, pedagogical knowledge, and pedagogical content knowledge as average. Furthermore, there was a significant difference between the teacher and student groups in all TPACK variables except for content knowledge and technological content knowledge. The findings of this study provide a clearer understanding of teachers’ technological integration knowledge from both teachers’ and students’ perspectives.