iranian efl teachers’ perceptions toward technology integration and tpack: do teachingexperience and academic degree make a difference?

Considering several studies conducted in the field of technology application (e.g., hismanoglu, 2012; isler & yildirim, 2018; mollaei & riasati, 2012) and literacy (e.g., cahyono et al., 2016; isler & yildirim, 2018) in efl context, it is by now recognized that numerous factors can play appraising roles in relation with teachers’ perceptions toward technology integration and their tpack. in addition to the established factors throughout the literature, this study was an endeavor to examine iranian efl teachers’ propensity to integrate technology and tpack perceptions considering their teaching experiences and academic degree. to that end, a total number of 64 efl teachers providing services in the efl context of iran participated in this study. participants were selected from four different regions in western iran and varied in terms of their teaching experience (i.e., novice and experienced) and academic degree (i.e., ba and ma). univariate analysis of variance (two-way anova) was conducted so as to find out the possible significant differences in teachers’ perceptions toward technology integration and tpack based on their teaching experiences and academic degree. according to the results gained from efl teachers’ self-reports, experienced teachers were significantly higher than their novice counterparts with respect to their tpack. that is, they enjoyed a relatively higher degree of technological, pedagogical, and content knowledge. on the other hand, the results indicated no statistically significant difference in efl teachers’ tpack based on their academic degrees. finally, no significant discrepancy was observed in teachers’ technology integration perceptions based on their teaching experience or academic degree. the findings were discussed in light of the available literature.

Iranian EFL Teachers’ Perceptions Toward Technology Integration and TPACK: Do TeachingExperience and Academic Degree Make a Difference?

Considering several studies conducted in the field of technology application (e.g., Hismanoglu, 2012; Isler & Yildirim, 2018; Mollaei & Riasati, 2012) and literacy (e.g., Cahyono et al., 2016; Isler & Yildirim, 2018) in EFL context, it is by now recognized that numerous factors can play appraising roles in relation with teachers’ perceptions toward technology integration and their TPACK. In addition to the established factors throughout the literature, this study was an endeavor to examine Iranian EFL teachers’ propensity to integrate technology and TPACK perceptions considering their teaching experiences and academic degree. To that end, a total number of 64 EFL teachers providing services in the EFL context of Iran participated in this study. Participants were selected from four different regions in western Iran and varied in terms of their teaching experience (i.e., novice and experienced) and academic degree (i.e., BA and MA). Univariate analysis of variance (two-way ANOVA) was conducted so as to find out the possible significant differences in teachers’ perceptions toward technology integration and TPACK based on their teaching experiences and academic degree. According to the results gained from EFL teachers’ self-reports, experienced teachers were significantly higher than their novice counterparts with respect to their TPACK. That is, they enjoyed a relatively higher degree of technological, pedagogical, and content knowledge. On the other hand, the results indicated no statistically significant difference in EFL teachers’ TPACK based on their academic degrees. Finally, no significant discrepancy was observed in teachers’ technology integration perceptions based on their teaching experience or academic degree. The findings were discussed in light of the available literature.