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Identifying the Contributors to Improve Mobile-Based TPACK Competency of Elementary School Teachers in China
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Author(s): Zhong Sun (Capital Normal University, China), Jiaxin You (Capital Normal University, China), Wei Song (Capital Normal University, China), Zheng Qu (Capital Normal University, China)and Liming Luo (Capital Normal University, China)
Copyright: 2017
Pages: 18
Source title:
Preparing Foreign Language Teachers for Next-Generation Education
Source Author(s)/Editor(s): Chin-Hsi Lin (Michigan State University, USA), Dongbo Zhang (Michigan State University, USA)and Binbin Zheng (Michigan State University, USA)
DOI: 10.4018/978-1-5225-0483-2.ch005
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Abstract
Self-Efficacy (SE) and technology acceptance are two contributors related to Technological Pedagogical and Content Knowledge (TPACK). Many studies have indicated that TPACK is correlated with SE and the level of technology acceptance in both traditional and online learning environments. Studies using mobile learning devices in the classroom, however, are yet to be established. The authors conducted an empirical study by investigating mobile-based TPACK, SE, and technology acceptance of more than 500 English teachers from about 220 elementary schools in China, who used Android system-based pad in classrooms for one year. As a result, SE and technology acceptance had indirect positive effects on mobile-based TPACK, while no significant difference was observed in gender for TPACK. However, younger teachers and teachers with higher levels of education showed superior TPACK levels than other participants in the study. Finally, several implications for teacher professional development, limitations, and future research plans are presented.
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