ICT integration in FLT: An analysis of TPACK implementation in Spanish Primary Teacher Education

Authors

DOI:

https://doi.org/10.1344/der.2024.45.214-221

Keywords:

TPACK, FOREIGN LANGUAGE TEACHING, INITIAL TEACHER TRAINING, CONTENT ANALYSIS, COURSE GUIDES

Abstract

This study explores primary teachers´ initial training programs, focusing on Foreign Language Teaching (FLT) and its integration with technology. The research is grounded in two dimensions of contemporary society: plurilingual competence and digital literacy. The study employs the conceptual framework of "Technological Pedagogical Content Knowledge" (TPACK) (Mishra & Kohler, 2006) and applies content analysis methodology. The scientific interest lies in the scarcity of studies examining this specific area within the Spanish context, because research on TPACK in FLT has primarily focused on Asia and the Middle East. To address this void, a comprehensive national study encompassing 39 public universities was conducted. This study involved an in-depth analysis of 496 course guides within the field of FLT in primary education teacher training programs. The research findings indicate that less than half of the subjects incorporate technology, and when they do, two prominent trends emerge: the integration of TPACK and the presentation of technology as a broad competency, not specifically tailored to FLT. The primary conclusion drawn from this study is that the incorporation of TPACK in this context is moderate, emphasizing the need for a more comprehensive integration of technology within FLT teacher training programs.

Author Biographies

María Bobadilla-Pérez , Universidade da Coruña

Dr. María Bobadilla-Pérez is an Associate Professor in the Department of Department of Specific Didactics and Research Methods at the University of A Coruna (Spain). She teaches different courses of Foreign Language Teaching and Bilingual/Plurilingual Education. She received a Ph.D. in Languages and Literature at the State University of New York (2004) and has a Ph.D. in the same area from the University Complutense of Madrid (2006). As an interdisciplinary researcher, her main field of studies are concerned with Second Language Acquisition, Bilingual and Plurilingual Education and Didactics of Language, Literatures and Culture.

Begoña Rumbo Arcas, Universidade da Coruña

Dr. Begoña Rumbo Arcas is a professor of the Department of Pedagogy and Didactics. Her main lines of research focus on adult education and university teaching from an interdisciplinary approach. Among  her latest collaborations are Teacher Competences in Higher Education: A Systematic Review Study with a Focus on Equity (AERA, 2022); Comparative interregional study of mathematics education in the initial training of primary education teachers (RELIME, 2021). 

Lucia Fraga-Viñas, Universidade da Coruña

Dr. Lucia Fraga-Viñas is a hired researcher at University of A Coruña (UDC. She is currently a visiting researcher at Universidade do Minho where she is doing a post-doctoral programme as part of the Spanish Government’s Excellence Scholarship “Margarita Salas” she obtained. She is a member of the research group DILEC (UDC) and CIEd (UMinho). Areas of research: TEFL, assessment, rubrics, CEFR, and plurilingualism.

Noelia Mª Galán-Rodríguez, Universidade da Coruña

Dr. Noelia Mª Galán-Rodríguez is a professor at the Faculty of Education (Universidade da Coruña, UDC) where she teaches Foreign Language Teaching and Methodologies courses. She is also a member of the research group DILEC (UDC). Her research interests are affective and cognitive factors in FL learning, plurilingualism, intertextuality, transmedia narratives and popular culture.  

References

Abu-Talib, M., Bettayeb, A. M., & Omer, R. I. (2021). Analytical study on the impact of technology in higher education during the age of COVID-19: Systematic literature review. Education and information technologies, 26, 1-28. DOI: https://doi.org/10.1007/s10639-021-10507-1

Arévalo, M. A., García, M. Á., & Hernández, C. A. (2019). Competencias TIC de los docentes de matemáticas en el marco del modelo TPACK: valoración desde la perspectiva de los estudiantes. Civilizar Ciencias Sociales y Humanas, 19(36), 115-132. https://doi.org/10.22518/usergioa/jour/ccsh/2019.1/a07

Baser, D., Kopcha, T. J., & Ozden, M. Y. (2016). Developing a technological pedagogical content knowledge (TPACK) assessment for preservice teachers learning to teach English as a foreign language. Computer Assisted Language Learning, 29(4), 749-764. DOI: 10.1080/09588221.2015.1047456

Belda-Medina, J., & Calvo-Ferrer, J. R. (2022). Integrating augmented reality in language learning: pre-service teachers’ digital competence and attitudes through the TPACK framework. Education and Information Technologies, 1-24. https://doi.org/10.1007/s10639-022-11123-3

Bueno-Alastuey, M. C., Villarreal, I., & García, S. (2018). Can telecollaboration contribute to the TPACK development of pre-service teachers? Technology, Pedagogy and Education, 27(3), 367-380. https://doi.org/10.1080/1475939X.2018.1471000

Byram, M. (1997). Teaching and Assessing Intercultural Communicative Competence. Multilingual Matters.

Byram, M. (2021). Teaching and Assessing Intercultural Communicative Competence. Revisited. Multilingual Matters.

Cabero, J., & Barroso, J. (2016). ICT teacher training: a view of the TPACK model/Formación del profesorado en TIC: una visión del modelo TPACK. Cultura y educación, 28(3), 633-663. https://doi.org/10.1080/11356405.2016.1203526

Cabero, J., Roig, R., & Mengual, S. (2017). Conocimientos tecnológicos, pedagógicos y disciplinares de los futuros docentes según el modelo TPACK. Digital Education Review, 32, 85-96. DOI: https://doi.org/10.1344/der.2017.32.73-84

Cáceres, P. (2003). Análisis cualitativo de contenido: una alternativa metodológica alcanzable. Psicoperspectivas, 2(1), 53-82.

Carretero, S., Vuorikari, R., Punie, Y. (2017). DigComp 2.1: The Digital Competence Framework for Citizens with eight proficiency levels and examples of use. European Commission. JRC.

Chai C.S., Ling, J.H., Tsai C.-C., Lee, L. (2011). Modeling primary school pre-service teachers' Technological Pedagogical Content Knowledge (TPACK) for meaningful learning with information and communication technology (ICT). Computers & Education 57(1):1184-1193. DOI: 10.1016/j.compedu.2011.01.007

Chapelle, C. (2003). English language learning and technology: Lectures on applied linguistics in the age of information and communication technology. Studies in Second Language Acquisition, 27 (13), 486. https://doi.org/10.1075/lllt.7

Colomer, J. C., Sáiz, J., & Bel, J. C. (2018). Competencia digital en futuros docentes de Ciencias Sociales en Educación Primaria: análisis desde el modelo TPACK. Educatio Siglo XXI, 36 (1 Mar-Jun), 107–128. https://doi.org/10.6018/j/324191

Cózar, R., Zagalaz, J., & Sáez, J. M. (2015). Creando contenidos curriculares digitales de Ciencias Sociales para Educación Primaria. Una experiencia TPACK para futuros docentes. Educatio Siglo XXI, 33(3 Noviembre), 147–168. https://doi.org/10.6018/j/240921

Council of Europe (2001) Common European Framework of Reference for Languages: Learning, Teaching, Assessment. Cambridge: Cambridge University Press.

Council of Europe (2018) Council Recommendation of 22 May 2018 on key competences for lifelong learning Official Journal of the European Union https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=uriserv:OJ.C_.2018.189.01.0001.01.ENG&toc=OJ:C:2018:189:TOC

Debbagh, M. & Jones, W.M. (2015). Using the TPACK Framework to Examine Technology Integration in English Language Teaching. In D. Rutledge & D. Slykhuis (Eds.), Proceedings of SITE 2015--Society for Information Technology & Teacher Education International Conference (pp. 3121-3126). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE). Retrieved October 9, 2023 from https://www.learntechlib.org/primary/p/150436/.

Egbert, J. (2005). CALL essentials. Principles and Practice in CALL classrooms. Alexandria, VA: TESOL.

Escudero, V. G., Gutiérrez, R. C., & Somoza, J. A. G. C. (2019). Análisis de la autopercepción sobre el nivel de competencia digital docente en la formación inicial de maestros/as. Revista Electrónica Interuniversitaria de Formación del Profesorado, 22(3), 193-218. DOI: https://doi.org/10.6018/reifop.373421

Faura-Martínez, U., Lafuente-Lechuga, M., & Cifuentes-Faura, J. (2022). Sustainability of the Spanish university system during the pandemic caused by COVID-19. Educational Review, 74(3), 645-663. https://doi.org/10.1080/00131911.2021.1978399

Ferrari, A., 2013. DIGCOMP: A framework for developing and understanding digital competence in Europe. European Commission. JRC.

Flores-Kanter, P. E., & Medrano, L. A. (2019). Núcleo básico en el análisis de datos cualitativos: pasos, técnicas de identificación de temas y formas de presentación de resultados. Interdisciplinaria, 36(2), 203-215. DOI: https://doi.org/10.16888/interd.2019.36.2.13

Garcés-Manzanera, A. (2021). El contexto educativo en las materias de lengua extranjera (inglés) en los Grados de Educación Primaria de las universidades españolas. En S. A. Flores & R. Pérez (Eds.), Nuevos retos y perspectivas de la investigación en literatura, lingüística y traducción (pp. 1406-1430). Dykinson.

Ghomi, M., & Redecker, C. (2019, May). Digital Competence of Educators (DigCompEdu): Development and Evaluation of a Self-assessment Instrument for Teachers' Digital Competence. In CSEDU (1) (pp. 541-548).

Gómez, I. M. (2016). La inclusión de las tecnologías en la formación inicial del profesorado: una intervención de aula a través modelo TPACK. Tendencias Pedagógicas, 28, 133–152. https://doi.org/10.15366/tp2016.28.010

Hsu, L. (2016) Examining EFL teachers’ technological pedagogical content knowledge and the adoption of mobile-assisted language learning: a partial least square approach. Computer Assisted Language Learning, 29, Issue 8, 1287-1297. DOI: 10.1080/09588221.2016.1278024

Jiménez, M. J. (2020). La formación del profesorado universitario de Cádiz, Córdoba, Huelva y Sevilla sobre las TIC Análisis desde el modelo TPACK. In E. Colomo, E. Sánchez, J. Ruiz, J. Sánchez(coords.) La tecnología como eje del cambio metodológico (pp. 1269-1273). UMA Editorial.

Joldanova, D., Tleuzhanova, G., Kitibayeva, A., Smanova, G., & Mirza, N. (2022). Formation of TPACK and acmeological competency of future teachers in foreign language education. International Journal of Education in Mathematics, Science, and Technology (IJEMST), 10(4), 935-954. https://doi.org/10.46328/ijemst.2717

Koehler, M. J., & Mishra, P. (2009). What is technological pedagogical content knowledge? Contemporary Issues in Technology and Teacher Education, 9(1), 60-70

Ladrón-de-Guevara, L., Almagro, B. J., & Cabero-Almenara, J. (2021). Cuestionario TPACK para docentes de Educación Física. Campus Virtuales, 10(1), 173-183.

Ministry of Universities. (2023). General offer of teachings and places for the 2023-2024 academic year. Retrieved from https://www.universidades.gob.es/oferta-general-de-ensenanzas-y-plazas/

Mishra, P., & Koehler, M. J. (2006). Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge. Teachers College Record, 108, 1017-1054. http://dx.doi.org/10.1111/j.1467-9620.2006.00684.x

Nazary, M. & Xodabande,I.(2022). L2 teachers’ mobile-related beliefs and practices: contributions of a professional development initiative. Computer Assisted Language Learning ,35, Issue 7, 1354-1383. https://doi.org/10.1080/09588221.2020.1799825

Niess, M. L. (2008). Knowledge Needed for Teaching with Technologies: Call It TPACK. AMTE Connections, 17, 9-10.

Öz, H (2015). Assessing Pre-service English as a Foreign Language Teachers’ Technological Pedagogical Content Knowledge. International Education Studies 8 (5), 119-130. doi:10.5539/ies.v8n5p119

Pozo, J. I., Pérez Echeverría, M. P., Cabellos, B., & Sánchez, D. L. (2021). Teaching and learning in times of COVID-19: Uses of digital technologies during school lockdowns. Frontiers in Psychology, 12, 656776. https://doi.org/10.3389/fpsyg.2021.656776

Rahman, A. S. A., & Harun, R. N. S. R. (2018). Tesl Pre-Service Teachers’ Tpack: A Review. International Journal of Academic Research in Business and Social Sciences, 8(2), 780–789. https://doi.org/10.6007/IJARBSS/v8-i2/3986

Rosenberg, J.M., & Koehler, M.J. (2015). Context and technological pedagogical content knowledge (tpack): A systematic review. Journal of Research on Technology in Education, 47(3), 186-210. DOI:10.1080/15391523.2015.1052663

Sahin, M., Akbasli, S & Yanpar, T (2010). Key Competences for Lifelong Learning: The Case of Prospective Teachers. Educational Research and Review 5 (10), 545-556.

Saldaña, J. (2016) The Coding Manual for Qualitative Researchers Sage Publications.

Schmidt, D.A., Baram, E., Thompson, A.D., Mishra, P., Koehler, M. J et.al Shin, T.S (2009). Technological Pedagogical Content Knowledge (TPACK), Journal of Research on Technology in Education, 42:2, 123-149, DOI: 10.1080/15391523.2009.10782544

Shulman, L. S. (2005). Conocimiento y Enseñanza: Fundamentos de la Nueva Reforma. Profesorado, Revista De Currículum Y Formación Del Profesorado, 9(2), 1–30.

Shulman, L. S. (1986). Paradigms and research programs in the study of teaching: A contemporary perspective. In Wittrock, M. C. (Ed.), Handbook of research on teaching (pp. 3-36). McMillan Publishing Company.

Solís, J. A. & Solano, I. M. (2013). The use of ICT across the English area curriculum for Primary Education by novice teachers/El uso de las TIC en el curriculo de inglés de Educación Primaria por parte del profesorado novel/L'utilisation des TIC par les nouveaux instituteurs dans le curriculum d'anglais de l'Education Primaire. Didáctica (Lengua y Literatura), 25, 315-332. DOI: 10.5209/rev_DIDA.2013.v25.42247

Stanny, C., Gonzalez, M. & McGowan, B. (2015) Assessing the culture of teaching and learning through a syllabus review, Assessment & Evaluation in Higher Education, 40:7, 898-913, DOI: 10.1080/02602938.2014.956684

Stepp-Greany, J. (2002) Student Perceptions on Language Learning in a Technological Environment: Implications for the New Millennium. Language Learning & Technology, 6, 165-180.

Tárraga-Mínguez, R., Sanz-Cervera, P., Pastor-Cerezuela, G., & Fernández-Andrés, M. (2017). Análisis de la autoeficacia percibida en el uso de las TIC de futuros maestros y maestras de Educación Infantil y Educación Primaria. Revista Electrónica Interuniversitaria de Formación del Profesorado, 20(3), 107–116. https://doi.org/10.6018/reifop.20.3.263901

Tavani, C. M., & Losh, S. C. (2003). Motivation, self-confidence, and expectations as predictors of the academic performances among our high school students. Child Study Journal, 33(3), 141+. https://link.gale.com/apps/doc/A116924600/AONE?u=anon~1b61ed96&sid=googleScholar&xid=443a8122

Thompson, A. D., & Mishra, P. (2007). TPCK: A New Direction for Technology in Teacher Education Programs. Journal of Computing in Teacher Education, 23, 78, 104.

Tseng, J. J, Chai C. S, Tan, L& Park, M (2020). A critical review of research on technological pedagogical and content knowledge (TPACK) in language teaching. Computer Assisted Language Learning, 35 (4), 948-971. https://doi.org/10.1080/09588221.2020.1868531

Voogt, J., Shin, T., Mishra, P., Koehler, M., Schmidt, D., Baran, E., Thompson, A., Wang, W., Alayyar, G., Fisser, P., Agyei, D., Ormel, B., Velthuis, C., Tondeur, J. & Gibson, D. (2011). Teachers’ assessment of TPACK: Where are we and what is needed? In M. Koehler & P. Mishra (Eds.), Proceedings of SITE 2011--Society for Information Technology & Teacher Education International Conference (pp. 4422-4426). Nashville, Tennessee, USA: Association for the Advancement of Computing in Education (AACE). Retrieved October 9, 2023 from https://www.learntechlib.org/primary/p/37028/.

Wach, A. (2012). Computer-mediated communication as an autonomy-enhancement tool for advanced learners of English. Studies in Second Language Learning and Teaching, 2(3), 367–389. https://doi.org/10.14746/ssllt.2012.2.3.6

Wetzel, K; Foulger, T.S & Williams, M. K. (2009). The Evolution of the Required Educational Technology Course. Journal of Computing in Teacher Education 25 (2). DOI: 10.1080/10402454.2008.10784611

Wu, Y.T & Wang, A. Y (2015). Technological, Pedagogical, and Content Knowledge in Teaching English as a Foreign Language: Representation of Primary Teachers of English in Taiwan. The Asia-Pacific Education Researcher 24, 525–533. https://doi.org/10.1007/s40299-015-0240-7

Zhou, Y., & Wei, M. (2018). Strategies in technology-enhanced language learning. Studies in Second Language Learning and Teaching, 8(2), 471–495. https://doi.org/10.14746/ssllt.2018.8.2.13

Downloads

Published

2024-07-01

Issue

No. 45 (2024): Number 45, June 2024 [Monographic] Artificial intelligence from the perspective of educability

Section

Peer Review Articles

License

Copyright (c) 2024 Tania F. Gómez Sánchez, María Bobadilla-Pérez , Begoña Rumbo Arcas, Lucia Fraga-Viñas, Noelia Mª Galán-Rodríguez

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

The authors who publish in this journal agree to the following terms:

  1. Authors retain copyright and grant the journal the right of first publication.
  2. The texts published in Digital Education Review, DER, are under a license Attribution-Noncommercial-No Derivative Works 4,0 Spain, of Creative Commons. All the conditions of use in: Creative Commons,
  3. In order to mention the works, you must give credit to the authors and to this Journal.
  4. Digital Education Review, DER,  does not accept any responsibility for the points of view and statements made by the authors in their work.