VietTESOL International Convention 2022
Nha Trang University, September 16-18
Covid19 pandemic has made significant influence on every part in society, especially in education. Online learning has been considered as the ultimate result during the school closure period which has shifted teachers' concern into technology knowledge for applying in online environment as well as developing their profession. This study was conducted to describe the technology knowledge of EFL teachers in Technological Pedagogical Content Knowledge (TPACK) model during the instruction of Information and Communication Technology (ICT) tools application for online teaching and learning. This model introduces three phases to develop teachers' TPACK competence through ICT instruction. The phases are (i) fostering teachers' acceptance in technical proficiency; (ii) modelling pedagogy; and (iii) applying pedagogy. A quantitative research was conducted with online survey questionnaire delivered to 154 EFL teachers at five different educational institutions. The results revealed that they predominantly developed technology knowledge in TPACK for their teaching online and even offline after Covid19 pandemic. In addition, more emphasis on objective-focused pedagogical modeling, convenient using, and peer sharing may better develop their professional development in technological knowledge. Some further suggestions for future developments of the this part in TPACK model are discussed in this presentation.
Covid19 pandemic has made significant influence on every part in society, especially in education. Online learning has been considered as the ultimate result during the school closure period which has shifted teachers' concern into technology knowledge for applying in online environment as well as developing their profession. This study was conducted to describe the technology knowledge of EFL teachers in Technological Pedagogical Content Knowledge (TPACK) model during the instruction of Information and Communication Technology (ICT) tools application for online teaching and learning. This model introduces three phases to develop teachers' TPACK competence through ICT instruction. The phases are (i) fostering teachers' acceptance in technical proficiency; (ii) modelling pedagogy; and (iii) applying pedagogy. A quantitative research was conducted with online survey questionnaire delivered to 154 EFL teachers at five different educational institutions. The results revealed that they predominantly developed technology knowledge in TPACK for their teaching online and even offline after Covid19 pandemic. In addition, more emphasis on objective-focused pedagogical modeling, convenient using, and peer sharing may better develop their professional development in technological knowledge. Some further suggestions for future developments of the this part in TPACK model are discussed in this presentation.
Room 6 (Building G4, Room 04) VietTESOL International Convention 2022 convention@viettesol.org.vnTechnical Issues?
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