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Sustaining Teaching with Technology after the Quarantine: Evidence from Chinese EFL Teachers’ Technological, Pedagogical and Content Knowledge

Author

Listed:
  • Fang Huang

    (School of Foreign Languages, Qingdao University, Qingdao 266071, China
    These authors contributed equally to this work.)

  • Jiafu Qi

    (School of Foreign Languages, Qingdao University, Qingdao 266071, China
    These authors contributed equally to this work.)

  • Ailin Xie

    (School of Foreign Languages, Qingdao University, Qingdao 266071, China
    English Education Department, The Middle School Affiliated to Qingdao University, Qingdao 266073, China)

Abstract

Given that little is known about English teachers’ technological, pedagogical and content knowledge (TPACK), this study examined teachers’ TPACK of using interactive whiteboards (IWBs) by contextualizing the research in the Chinese EFL context. Surveys and multi-case interviews were conducted among secondary school EFL teachers. The results revealed that Chinese EFL teachers generally perceived themselves to be competent in TPACK, with content knowledge achieving the highest value (5.545) and technological knowledge having the lowest value (5.147). In addition, teachers with higher professional titles perceived themselves as having lower TPACK. Barriers to using IWBs in English teaching include a lack of using efficacy regarding IWBs, traditional teaching beliefs, insufficient technical support and training, defects in IWBs for English teaching and time constraints. This study enriched technology adoption literature and informed policymakers and educational institutions of the necessity to provide specialized training to improve teachers’ TPACK and take measures to reduce teachers’ non-teaching-related tasks to ensure sustainable technology adoption in English teaching.

Suggested Citation

  • Fang Huang & Jiafu Qi & Ailin Xie, 2022. "Sustaining Teaching with Technology after the Quarantine: Evidence from Chinese EFL Teachers’ Technological, Pedagogical and Content Knowledge," Sustainability, MDPI, vol. 14(14), pages 1-13, July.
    • Handle: RePEc:gam:jsusta:v:14:y:2022:i:14:p:8774-:d:865401
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    References listed on IDEAS

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    1. Shenghua Huang & Hongbiao Yin & Yule Jin & Wenlan Wang, 2022. "More Knowledge, More Satisfaction with Online Teaching? Examining the Mediation of Teacher Efficacy and Moderation of Engagement during COVID-19," Sustainability, MDPI, vol. 14(8), pages 1-16, April.
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    Cited by:

    1. Lynde Tan & Russell Thomson & Joyce Hwee Ling Koh & Alice Chik, 2023. "Teaching Multimodal Literacies with Digital Technologies and Augmented Reality: A Cluster Analysis of Australian Teachers’ TPACK," Sustainability, MDPI, vol. 15(13), pages 1-15, June.
    2. Sébastien Jacques & Abdeldjalil Ouahabi & Zoe Kanetaki, 2023. "Post-COVID-19 Education for a Sustainable Future: Challenges, Emerging Technologies and Trends," Sustainability, MDPI, vol. 15(8), pages 1-4, April.

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