Abstract
This study examines the impact of computer-assisted language learning (CALL) in-house professional development trainings based on Technological Pedagogical Content Knowledge in-Action (TPACK-In-Act...
Highlights
Technology integration has been greatly emphasized by educators in the English as a Foreign Language (EFL) classrooms
This study examines how technology integration model called Technological Pedagogical Content Knowledge (TPACK)-in-Action helps teachers to use technological tools effectively
The present study investigates the impact of in-house computer-assisted language learning (CALL) professional development workshops based on Technological Pedagogical Content Knowledge (TPACK)-in-Action model on the EFL instructors at an English language institute in a Saudi university
Summary
Technology integration has been greatly emphasized by educators in the English as a Foreign Language (EFL) classrooms. There is a wide agreement that it is often the teachers who make decisions as to whether and how to integrate technology in their teaching (Haydn & Barton, 2008; Sang, Valcke, Braak, & Tondeur, 2010), and that when they do, teachers can act as the agents of change for technology integration This emphasizes the fact that teachers need to learn how to integrate technology in the classrooms, and they should be willing to adopt the pedagogies that are necessary for these technologies. The present study investigates the impact of in-house CALL professional development workshops based on Technological Pedagogical Content Knowledge (TPACK)-in-Action model on the EFL instructors at an English language institute in a Saudi university. The study investigates it from two different viewpoints: whether the in-house CALL workshops covered participants’ professional development goals; and if these trainings meet participants’ expectations in helping them integrate technology in their classrooms
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