| Title: |
ICT Integration in FLT: An Analysis of TPACK Implementation in Spanish Primary Teacher Education |
| Language: |
English |
| Authors: |
Tania F. Gómez Sánchez (ORCID 0000-0002-1940-000X); María Bobadilla-Pérez (ORCID 0000-0002-4972-5980); Begoña Rumbo Arcas (ORCID 0000-0002-4748-8969); Lucia Fraga-Viñas (ORCID 0000-0003-4602-3593); Noelia Ma. Galán-Ridríguez (ORCID 0000-0001-6662-7269) |
| Source: |
Digital Education Review. 2024 (45):214-221. |
| Availability: |
Universitat de Barcelona. Passeig de la Vall d'Hebron 171, Edifici Llevant P3, Barcelona, 08035 Spain. e-mail: der@greav.net; Web site: http://revistes.ub.edu/index.php/der |
| Peer Reviewed: |
Y |
| Page Count: |
8 |
| Publication Date: |
2024 |
| Document Type: |
Journal Articles; Information Analyses |
| Education Level: |
Higher Education; Postsecondary Education; Elementary Education |
| Descriptors: |
Pedagogical Content Knowledge; Technological Literacy; Second Language Instruction; Technology Integration; Public Colleges; Universities; Elementary Education; Teacher Education Programs; Foreign Countries; Curriculum Guides; Course Content; Information Technology; Communications; Computer Mediated Communication; Educational Practices; Context Effect; Multilingualism |
| Geographic Terms: |
Spain |
| ISSN: |
2013-9144 |
| Abstract: |
This study explores primary teachers´ initial training programs, focusing on Foreign Language Teaching (FLT) and its integration with technology. The research is grounded in two dimensions of contemporary society: plurilingual competence and digital literacy. The study employs the conceptual framework of "Technological Pedagogical Content Knowledge" (TPACK) (Mishra & Kohler, 2006) and applies content analysis methodology. The scientific interest lies in the scarcity of studies examining this specific area within the Spanish context, because research on TPACK in FLT has primarily focused on Asia and the Middle East. To address this void, a comprehensive national study encompassing 39 public universities was conducted. This study involved an in-depth analysis of 496 course guides within the field of FLT in primary education teacher training programs. The research findings indicate that less than half of the subjects incorporate technology, and when they do, two prominent trends emerge: the integration of TPACK and the presentation of technology as a broad competency, not specifically tailored to FLT. The primary conclusion drawn from this study is that the incorporation of TPACK in this context is moderate, emphasizing the need for a more comprehensive integration of technology within FLT teacher training programs. |
| Abstractor: |
As Provided |
| Entry Date: |
2024 |
| Accession Number: |
EJ1434319 |
| Database: |
ERIC |