Technology Enhanced Instruction and English Teacher’s TPACK

Abstract

The present study, inspired by the studies of TPACK (Technological pedagogical content knowledge), by means of quantitative and qualitative methodology, which is guided by the TPACK model, sets out to investigate the present situation of English as a foreign language teachers’ TPACK and to scan the underlying relationship between English teachers’ TPACK ideas and their TPACK. The structural equation models were built through AMOS 7.0 based on the factors in the TPACK survey in order to determine the relationship between TPACK theories and teachers’ TPACK. Aiming at the improvement of TPACK level of foreign language teachers, this paper makes a comprehensive analysis and gives some suggestions by using TPACK technology.