Abstract
This study investigates 23 Taiwanese EFL digital natives' technological paedagogical content knowledge TPCK in teaching English to 23 digital immigrants in a Multimedia in English Instruction class in a language teacher education program in a university in the northwest of Taiwan. The data analysis of interviews, final projects, and videos yielded the following major findings. First, the digital natives' TPCK was developed through collections of multimedia tools, teaching the digital immigrants, and activity designs. Second, these digital natives lacked competence in designing appropriate follow-up activities and tasks for the digital immigrants. Next, they also failed to provide step-by-step modelling and demonstration on using technology and multimedia tools. A framework on developing digital natives' TPCK includes introduction of multimedia tools, provision of step-by-step modelling, recognition of adult learners' needs, and designing interactive follow-up tasks.
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