Teacher Readiness in Integrating Technology in English Language Lessons

The Malaysian National Education Blueprint (2013) set forth a ten-year plan for English language education reform, emphasising a systematic approach to curriculum and the significant role of technology in improving teaching and learning. At the core of it, teachers as the agent of transformation are...

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Main Author:	Lucille, Ngu
Format:	Thesis
Language:	English
Published:	2024
Subjects:	L Education (General)
Online Access:	http://ir.unimas.my/id/eprint/46384/3/Thesis%20Master%20of%20Art_LUCILLE%20NGU.pdf
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id	my-unimas-ir.46384
record_format	uketd_dc
spelling	my-unimas-ir.463842024-10-21T03:59:45Z Teacher Readiness in Integrating Technology in English Language Lessons 2024-10 Lucille, Ngu L Education (General) The Malaysian National Education Blueprint (2013) set forth a ten-year plan for English language education reform, emphasising a systematic approach to curriculum and the significant role of technology in improving teaching and learning. At the core of it, teachers as the agent of transformation are required to be equipped to effectively integrate technology in classroom instruction. This calls for teachers to develop the teacher knowledge necessary for the task – the Technological Pedagogical Content Knowledge (TPACK). This study investigated teacher readiness in integrating technology in English language lessons, by looking at their level of TPACK, and also the factors determining their TPACK. This study involved 201 in-service secondary school English language teachers in Sarawak, Malaysia. This mixed-method study utilised an adapted questionnaire by Baser et al. (2016) and an adapted interview protocol by Slutsky (2016). The findings showed that teachers have high Technological Knowledge, Pedagogical Knowledge, Technological Pedagogical Knowledge, Technological Content Knowledge, and Technological Pedagogical Content Knowledge, and very high Content Knowledge and Pedagogical Content Knowledge. Students, learning autonomy, professional support, institutional support, proven success, and curriculum were found to be factors determining teachers’ TPACK. Universiti Malaysia Sarawak 2024-10 Thesis http://ir.unimas.my/id/eprint/46384/ http://ir.unimas.my/id/eprint/46384/3/Thesis%20Master%20of%20Art_LUCILLE%20NGU.pdf text en public masters Universiti Malaysia Sarawak FLC
institution	Universiti Malaysia Sarawak
collection	UNIMAS Institutional Repository
language	English
topic	L Education (General)
spellingShingle	L Education (General) Lucille, Ngu Teacher Readiness in Integrating Technology in English Language Lessons
description	The Malaysian National Education Blueprint (2013) set forth a ten-year plan for English language education reform, emphasising a systematic approach to curriculum and the significant role of technology in improving teaching and learning. At the core of it, teachers as the agent of transformation are required to be equipped to effectively integrate technology in classroom instruction. This calls for teachers to develop the teacher knowledge necessary for the task – the Technological Pedagogical Content Knowledge (TPACK). This study investigated teacher readiness in integrating technology in English language lessons, by looking at their level of TPACK, and also the factors determining their TPACK. This study involved 201 in-service secondary school English language teachers in Sarawak, Malaysia. This mixed-method study utilised an adapted questionnaire by Baser et al. (2016) and an adapted interview protocol by Slutsky (2016). The findings showed that teachers have high Technological Knowledge, Pedagogical Knowledge, Technological Pedagogical Knowledge, Technological Content Knowledge, and Technological Pedagogical Content Knowledge, and very high Content Knowledge and Pedagogical Content Knowledge. Students, learning autonomy, professional support, institutional support, proven success, and curriculum were found to be factors determining teachers’ TPACK.
format	Thesis
qualification_level	Master's degree
author	Lucille, Ngu
author_facet	Lucille, Ngu
author_sort	Lucille, Ngu
title	Teacher Readiness in Integrating Technology in English Language Lessons
title_short	Teacher Readiness in Integrating Technology in English Language Lessons
title_full	Teacher Readiness in Integrating Technology in English Language Lessons
title_fullStr	Teacher Readiness in Integrating Technology in English Language Lessons
title_full_unstemmed	Teacher Readiness in Integrating Technology in English Language Lessons
title_sort	teacher readiness in integrating technology in english language lessons
granting_institution	Universiti Malaysia Sarawak
granting_department	FLC
publishDate	2024
url	http://ir.unimas.my/id/eprint/46384/3/Thesis%20Master%20of%20Art_LUCILLE%20NGU.pdf
_version_	1818611693074251776

Teacher Readiness in Integrating Technology in English Language Lessons

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