TPACK Assessment in English Language Arts for Teachers of English as a Foreign Language
The importance of technological pedagogical and content knowledge (TPACK) in preparing effective teachers in this technological age has been recognized. Many quantitative TPACK assessments have been developed, but they did not seem to be able to help teachers of English as a Foreign Language (EFL) to diagnose the needs for professional development. Therefore, the purpose of this paper is to present the development of a TPACK assessment in English language arts that better address the needs of EFL teachers in developing their TPACK. In total, 180 teachers participated in the study. Data collected included results of a TPACK survey, interview notes, and observation notes. In this study, the analytical frameworks include the TPACK framework and the Revised Bloom’s Taxonomy. A preliminary TPACK assessment in English language arts was suggested for the EFL teachers to self-evaluate their TPACK needs. The paper concludes with suggestion for future research and practices.