TPACK Instrument For English Language Teachers in A Malaysian Secondary School Context

Abstract

Technology integration into education has seen initiatives carried out by the Malaysian government involving resource enrichment, professional development and training, and the expansion of tools and content available on multiple platforms. The teachers are at the core of realising and executing the integration of technology into classroom instruction. As such, teacher knowledge required for technology integration is of utmost importance. The Technological Pedagogical Content Knowledge (TPACK) framework proposes that a teacher needs to be equipped and competent in all the seven components: Technological Knowledge (TK), Pedagogical Knowledge (PK), Content Knowledge (CK), Pedagogical Content Knowledge (PCK), Technological Content Knowledge (TCK), Technological Pedagogical Knowledge (TPK), and Technological Pedagogical Content Knowledge (TPCK) to integrate technology effectively into their instructions. This study aims to adapt the survey of English as Foreign Language - Technological Pedagogical Content Knowledge (EFL-TPACK) by Baser et al (2015) and investigate the reliability and validity of the instrument when used in the context of Malaysian secondary school English language teachers. Twenty secondary school English language teachers in Sarawak participated in this study, and the IBM SPSS 21 was used for statistical analyses. The reliability of the instrument is at a Cronbach Alpha of 0.95 overall. The final TPACK survey included 38 items: 9 TK, 6 PK, 4 CK, 5 PCK, 3 TCK, 7 TPK, and 4 TPCK items. The survey also showed all positive inter-item correlations suggesting convergent validity. The adapted TPACK survey is found to be reliable and valid to be administered to measure the TPACK level of English language teachers in the Malaysian secondary school context.