A Video case study on TPACK indicators in technology enhanced language teaching classrooms in Turkey

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2016
Dönmez, Melek
The purpose of the study is to identify indicators of English language teachers’ technological pedagogical content knowledge (TPACK) observed in language teaching classrooms. The case study examined 5 different cases comprising of 5 different English language teachers as participants and 5 different technology enhanced language teaching classrooms using video study method. The data sources included semi-structured pre- and post-interviews and video recordings of lessons. The qualitative analysis of the video recordings and interviews demonstrated the reasons for the technology integration into language teaching environment and TPACK indicators as observed in the videos during instruction and interviews. Teachers’ behavioral indicators displayed in the process of lesson planning and actual teaching. The lesson planning included 4 categories listed as technology selection, curriculum planning, material preparation and assessment planning. The actual teaching process consisted 5 main categories identified as lesson entry behaviors, technological teaching strategies in ELT, technology enhanced classroom management, troubleshooting with technological problems and technology based assessment. This study also introduced for future researches about representation and implementation of TPACK behavioral indicators in English language teaching classrooms.

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Citation Formats
M. Dönmez, “A Video case study on TPACK indicators in technology enhanced language teaching classrooms in Turkey,” M.S. - Master of Science, Middle East Technical University, 2016.