1. Using the TPACK Framework to Examine Technology Integration in English Language Teaching
Mohammed Debbagh
W. Monty Jones
Virginia Commonwealth University
United States

2. Purpose a) Examine the implications of applying the TPACK framework.
b) Outline what constitutes the knowledge base in English language teaching within the TPACK framework.
c) Explain technology integration in English language skills teaching and teachers’ cognition.

3. Current Research
Identifies the potential benefits of new technological tools supported by a pedagogical rationale.
There is little or no examination of the connections between technology, pedagogy and content in teaching English as a second language (ESL)
Example:
Prichard (2013): Social Networking Sites (SNSs)
Jung (2013): Videoconferencing

4. The TPACK Framework

5. ESL Teachers’ Knowledge Base
TESOL Technology Standards for Language Teachers are:
1) language teachers acquire and maintain foundational knowledge and skills in technology for professional purposes;
2) language teachers integrate pedagogical knowledge and skills with technology to enhance language teaching and learning;
3) language teachers apply technology in record-keeping, feedback, and assessment;
4) language teachers use technology to improve communication, collaboration, and efficiency. These goals are illustrated by examples of classroom activities.

6. Application of TPACK in English language teaching requires combining the three knowledge domains:
1) content components in the curriculum—language skills and culture
2) pedagogical components in second language teaching—the communicative approach and the task-based learning approach
3) technological components- choosing appropriate technological tools.

7. TPACK may assist teachers in:
effectively teaching specific language skills that can be challenging to model in class.
designing individualized instruction.
selecting appropriate teaching and learning material
developing content specific activities
modeling a tech-enhanced activity type (Tai (2013; Voogt, Fisser, Roblin, Tondeur and Braak, 2013) )

8. Future Research Further research is needed:
to understand how the teachers’ beliefs about the value of technology in addressing learners’ needs affect their choice and application of technology, their level of technology integration and their pedagogical preferences.
to inform our understanding of how teachers’ knowledge can be measured within the TPACK framework (Brantley-Dias & Ertmer, 2013)