Technological pedagogical and content knowledge TPACK in language

Technological pedagogical and content knowledge ( TPACK) in language education Dr. Turki Alsolami Assistant professor of TESOL Head of E-Learning Unit English Language Institute

TPACK: Background Teacher knowledge is a research area that has attracted a large amount of research (Mishra and Koehler , 2006) One of the pioneer scholars in this area is Shulman (1987), who maintains that teachers require special knowledge for effective teaching that is comprised of content and pedagogical knowledge, using the term Pedagogical Content Knowledge (PCK). Building on Shulman (1987) teachers' knowledge model, technology is added to the pedagogical and content elements of teacher knowledge. Mishra and Koehler (2006) created a new theoretical model called Technological Pedagogical and Content Knowledge (TPACK).

http: //tpack. org

TPACK : Background The TPACK is a theoretical construct, which can be used to understand the connections, interactions, affordances, and constraints between and among content, pedagogy, and technology knowledge, to investigate if a teacher can effectively design and conduct technology-based instruction (Mishra & Koehler, 2006). A core understanding of the TPACK framework is that there is no single technological solution that applies to every teacher, every course, or every context of teaching and therefore quality teaching requires developing an understanding of the complex interplays between these three key sources of knowledge and addressing how they play out in specific contexts. (Mishra &

TPACK in Language Education the framework has been mostly applied to the areas of mathematics and science education. In language education, the use of TPACK in EFL/ESL is still in its infancy (Koçoğlu, 2009). Language researchers have applied different theoretical perspectives from diverse fields such as psycholinguistics, computational linguistics, applied linguistics, and second language acquisition, and have relied less on general education theories, educational technology research, media studies, teacher education, and educational psychology ( Zhao, 2005) Zhao (2005) claims that the use of non-linguistic theoretical perspectives may shed new light on using technology in language teaching and learning, by posing new questions and proposing new answers to existing questions.

Linking TPACK to language Education Content knowledge (CK) CK in languages, unlike other contents, refers to the knowledge of the language (fluency and accuracy and knowing the culture) and about the language (SLA theories). (Olphen (2008) Lafayette (1993) contends that CK should include language analysis, language proficiency, and an understanding of civilization and culture. According to Lafayette (1993) the most important aspect of content knowledge is language proficiency because teachers have an obligation to model and use the language for instruction.

Pedagogical knowledge ( PK) Mishra and Koehler (2006) define pedagogical knowledge (PK) as an understanding of theories about classroom behaviour; management techniques, principles and theories; teaching and learning techniques and principles; and learning. As this is generic knowledge related to education principles, it applies equally to the teaching of any subject, including ESL.

Pedagogical content knowledge (PCK) Olphen (2008), in language education PCK refers to what teachers know about teaching the target language to empower students to communicate across linguistic and cultural borders. It refers to the methodologies of second language teaching use by teachers, such as audio-lingual, communicative language teaching, or any other.

Technological knowledge ( TK) Mishra and Koehler (2006) refer to technology knowledge as both knowledge about standard and traditional technologies such as books, chalk and blackboard, as well as advanced technologies, such as the Internet and digital video Technological knowledge enables teachers to understand information technology, apply it properly for optimum learning, identify useful technologies, and continually adapt to changes in technology (Mishra & Koehler, 2006).

Technological pedagogical knowledge ( TPK) TPK refers to knowledge of the existence, components, and capabilities of various technologies as they are used in teaching and learning settings, and conversely, knowing how teaching might change as the result of using particular technologies (Mishra & Koehler, 2006). The relationship between pedagogy and technology knowledge is complex and two-way; as Stockwell (2007) puts it, "many pedagogies exist as a result of technology and many technologies exist as a result of pedagogies" (p. 118).

Technological content knowledge ( TCK) TCK refers to the knowledge that teachers have about the target language and its culture, and how technology is used to represent this knowledge (Olphen, 2008), which includes the teachers' ability to to find, adapt or create materials that are based on technology.

Technological pedagogical and content knowledge (TPACK) Olphen (2008) suggests that TPACK refers to: (a) An understanding of how linguistic and cultural concepts can be represented using technology (b) Educational approaches to language teaching that draw from socioconstructivist philosophies to develop students’ language and cultural competence (c) An awareness of what facilitates or hinders the acquisition of language and the development of language competence and how technology, specifically CALL or Computer-Mediated Communication (CMC), can revamp common problems that students ordinarily face (d) An awareness of students' previous knowledge, and particularly a knowledge of second language acquisition (SLA) and cognitive development theories (e) An understanding of how current and emerging technologies can be used to

The study This study aim to explore the participants’ perspectives on technology use in their EFL classes, as well as their knowledge in relation to pedagogical uses of technology in light to TPACK framework.

Methodology Mix methods ( here is the interviews section) Research site : English language institute, King Abdul-Aziz University. Participants : 13 EFL teachers from various nationalities Sampling : convenience sampling

Category Questions Content knowledge (CK) How do you rate your knowledge of a) English language b) English civilization and culture How do you rate your knowledge of general pedagogies in education such as classroom management strategies, lesson planning, and students’ assessment? Pedagogical knowledge (PK) Pedagogical content knowledge (PCK) Technological knowledge (TK) Technological content knowledge (TCK) Technological pedagogical knowledge (TPK) Technological pedagogical content knowledge (TPACK) How do you rate your knowledge of the Saudi culture (e. g. values, beliefs, social norms, and customs)? How do you rate your knowledge of approaches and methods for teaching English as a second language To what extent are you familiar and competent with technology in general (operating PC, using Internet, Word, Power. Point. . . etc? ) How do think technology can affect the content? How do you think that technology can influence teaching and learning (in general)? What do you think of the role of technology in enhancing the teaching of English as a foreign language? More specifically, what do you think is the role of technology in the provision of linguistic and cultural input to EFL learners? What type of technology have you used to provide authentic linguistic and cultural input to EFL learners?

Data Analysis Directed content analysis (are predefined categories or themes derived from a theory or conceptual framework. (Hsieh & Shannon, 2005) Nvivo software for qualitative data. Thick descriptions - involves detailed portrayals of the participants’ experiences, going beyond the reporting of surface phenomena, to their interpretation, uncovering feelings and the meanings of the action (Holloway and Wheeler, 2009)

Study Findings Content knowledge ( CK) In most cases, teachers, both native and non-native speakers of English, demonstrated sound content knowledge, which was evident in their comments about their linguistic confidence and their knowledge of the culture. CK responses revealed that most non-native speakers developed their language and cultural knowledge by studying and teaching English for many years and from interacting with the culture through books, movies and TV. Native speakers demonstrated very high levels of knowledge of language and culture by being born and brought up in an English-speaking country.

Pedagogical knowledge (PK) In this study, teachers indicated that they gained their PK through their teaching qualifications, and their knowledge improved throughout their years of teaching. Consequently, they expressed confidence in several areas, including how students learn, and classroom management, but were less confident in lesson planning due to lack of practice. as they teach a curriculum prepared by the institute. However, overall these teachers' levels of PK appeared sound.

Pedagogical content knowledge ( PCK) With regard to PCK, participants indicated high levels of knowledge of methods for teaching English as a foreign language. They reported using different teaching methodologies, ranging from traditional grammar-translation methods (used with beginners) to current communicative language teaching. Some participants mentioned that they use an eclectic approach, borrowing from various teaching methods, including communicative language teaching, to make their teaching relevant to the context in which they operate.

Technological knowledge ( TK) With regards to TK, all teachers indicated a very good level of technological knowledge. Generally, teachers claimed competence in using the Internet and PCs for personal and professional purposes, and they had knowledge of different types of instructional technologies such as Power. Point, overhead projectors, the Internet, word processors, CDs, and websites. Two teachers who had technology-related undergraduate degrees possessed more advanced knowledge about complex tasks such as video editing, multimedia applications, and using online learning

Technological pedagogical knowledge (TPK) Teachers’ TPK is demonstrated through their understanding of the benefits of integrating technology into teaching. The teachers in this study listed many benefits that technology offers. Teachers believed that using some technologies helps in the provision of visual representations of material, and saves time in comparison to using the black board. In addition, the use of technology is perceived by teachers to enhance learning and make lessons more interesting for students.

Technological content knowledge (TCK) All teachers in this study indicate that through the use of various technology that content and materials can be represented in different ways than books in a more interactive and authentic way, which is crucial for language learning.

Technological pedagogical and content knowledge (TPACK) Regarding teachers’ TPACK, generally the participants valued the use of technology in language teaching and listed a number of advantages consistent with language learning principles such as authenticity, cultural learning, and interactivity. The participants demonstrated sound understanding and connection of some technologies that are commonly-used in language teaching such as video, the Internet, and websites, and described how they used it in their instruction. Video was mentioned more than other technologies, and was used to teach listening, vocabulary, and speaking, as well as culture. Teachers could link the technology to the content they are teaching, and that indicated that teacher TPACK

Study implications Findings indicate that teachers indicate a high level and understanding of their TPACK which is an important foundation for technology integration. TPACK is an innovative tool to be used in language-education and professional development workshops for teachers. Researchers are encouraged to utilize this tool to advance our understanding of the role of teachers’ knowledge for the successful integration of emerging technology in language teaching and learning.

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