INFORMATION COMMUNICATION TECHNOLOGY IN TEACHING ENGLISH AS A FOREIGN LANGUAGE: ANALYSIS OF TEACHING METHODS FOR TPACK IN PRACTICE
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| Year of publication | 2018 |
| Type | Appeared in Conference without Proceedings |
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| Description | This qualitative study was carried out in five different elementary schools in the Czech Republic. It aimed to investigate how English as Foreign Lan-guage teachers developed teaching competence and practised information communication technology integration in classroom teaching. To this end, this study employed the idea of a Technology Pedagogy and Content Knowledge –TPACK -in-Action Model. It advocates a ‘learning by do-ing’ approach on (social) construction to better understand how teachers develop technological and/or computer-assisted language learning com-petency for teaching and practice in an English as a Foreign Language environment. Under this model, this study conducted qualitative analysis and found two different approaches in practice, which were categorised as Formal Practice and Functional Practice. The former involved a conserva-tive mechanical practice of technology use in language teaching whereas the latter involved it in terms of (social) construction. According to analy-ses based on conservative practices, teachers expressed that mechanical TPACK in association with technology in classes limited the transmission of mechanical knowledge from English texts. In Functional Practice, how-ever, teachers drawing upon alternative learning interactions expressed positive transformation results from TPACK, associated with the use of technologies integrated into class instructions as a collaborative tool for learning models. In these latter integrated practices, teachers’ perceptions, practices, and reflections in combining technologies in an English as a Foreign Language environment, as new literacy skills, identified an in-crease in the learner’s creative potential |
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