Developing e-literacy in Ecuadorian secondary school English language teachers: applying TPACK to in-service course design

Abstract:

This dissertation explores the beliefs of a group of Ecuadorian secondary school English language teachers about the knowledge of technology that they consider necessary for their teaching practice. The Technological Pedagogical Content Knowledge (TPACK) framework suggests that teachers should develop a unique type of knowledge for effective teaching with technology, and is used as a reference in trying to determine if this group of teachers hold such knowledge. I begin this study by discussing the initiatives implemented by the Ecuadorian government aimed at improving the teaching of English, and an updated view on the integration of technology in educational settings in Ecuador. I continue with an explanation of the way in which data were generated by the application of an online questionnaire and further in-depth semi-structured interviews. I conclude with the presentation of findings and proposing a …

Año de publicación:

2013

Keywords:

Fuente:

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