Lailiyah, Masrurin (2017) Efl teachers` self efficacy towards integation of technology in their teaching viewed from tpack framework / Masrurin Lailiyah. Masters thesis, Universitas Negeri Malang.
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ABSTRACT Lailiyah M. 2017. EFL Teachers Self Efficacy towards Integration of Technology in Their Teaching Viewed from TPACK Framework. Thesis. Graduate Program in English Language Teaching. Universitas Negeri Malang. Advisors (1) Prof. Bambang Yudi Cahyono Ph.D. (2) Francisca Maria Ivone M.A. Ph.D. Key words teachers self-efficacy integration of technology TPACK. This study aims to research EFL teachers beliefs in their capabilities to integrate technology in their teaching. This topic was selected considering the fact that EFL teachers are challenged to incorporate technology in their teaching to meet the need of 21st century teaching and learning. Technological pedagogical content knowledge (TPACK) framework as the heart of teaching with technology was used to examine whether EFL teachers self-efficacy towards integration of technology was reflected in their real classroom teaching. Based on this reason this study proposed three research questions (1) How is EFL teachers self-efficacy towards integration of technology in their teaching (2) How do EFL teachers apply their technological pedagogical content knowledge (TPACK) in teaching (3) How is EFL teachers self-efficacy towards integration of technology in their teaching related to their TPACK application To answer the formulated research questions a multisite case study design was used to get detail and in depth description. Data were collected from twenty three EFL teachers who volunteered to participate in survey. Of the twenty three EFL teachers three teachers were selected for classroom observations and retrospective interviews. The data were analyzed quantitatively and qualitatively to describe the EFL teachers self-efficacy towards integration of technology in their teaching their TPACK application and the relationship existed between the EFL teachers self-efficacy towards integration of technology in their teaching and their TPACK application. The findings revealed that the EFL teachers self-efficacy about computer capabilities and strategies as well as their self-efficacy about external factors of technology use were in good category. They were also reported to possess various levels of self-efficacy towards integration of technology from medium to high categories. Concerning the EFL teachers TPACK the qualitative analysis of their actual classroom teaching unveiled that the teachers were able to apply the seven domains of TPACK in their teaching Technology Knowledge (TK) Content Knowledge (CK) Pedagogical Knowledge (PK) Pedagogical Content knowledge (PCK) and Technological Pedagogical Content Knowledge (TPACK). It showed that there was a positive alignment between the EFL teachers self-efficacy towards integration of technology in their teaching and their TPACK application. The study discovered that the EFL teachers had good self-efficacy towards integration of technology in their teaching. They were also capable to apply their technological pedagogical content knowledge (TPACK) well. Their self-efficacy toward integration of technology was directly connected to their TPACK application. The results benefit teachers to evaluate their teaching with technology schools institutions to provide supportive and continuous technology professional development program as well as future researchers who are interested to investigate teachers technology integration self-efficacy and technological pedagogical content knowledge (TPACK) to explore the effect of self-efficacy and technology use on students learning.
| Item Type: | Thesis (Masters) |
|---|---|
| Subjects: | L Education > L Education (General) |
| Divisions: | Fakultas Sastra (FS) > Departemen Sastra Inggris (ING) > S2 Pendidikan Bahasa Inggris |
| Depositing User: | library UM |
| Date Deposited: | 14 Jul 2017 04:29 |
| Last Modified: | 09 Sep 2017 03:00 |
| URI: | http://repository.um.ac.id/id/eprint/58891 |
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