Mai, M. Y., & Hamzah, M. (2016). Primary Science Teachers’ Perceptions of Technological Pedagogical and Content Knowledge (TPACK) in Malaysia. European Journal of Social Science Education and Research, 3, 167-179.
https://doi.org/10.26417/ejser.v6i2.p167-179

has been cited by the following article:

• TITLE: Level of ESL Teachers’ Technological Pedagogical Content Knowledge (TPACK) Skill and Attitude towards Technology

  AUTHORS: Izni Nabilah Khairul Azhar, Harwati Hashim

  KEYWORDS: TPACK, ESL Teachers, Attitudes, Technology Integration

  JOURNAL NAME: Creative Education, Vol.13 No.4, April 13, 2022

  ABSTRACT: Technology integration in teaching and learning activities has become a contentious issue among educators in recent years and Technological Pedagogical Content Knowledge (TPACK) is a dynamic framework for explaining teachers’ knowledge needed for developing, implementing, and reviewing technology-assisted curriculum and instruction. The development of TPACK by teachers is paramount to teacher’s attitude. This study aimed to examine the TPACK skill and attitude towards technology among ESL teachers in Malaysia. A total of 65 responses from English teachers of various educational sectors in Malaysia were analyzed by employing a quantitative approach. The findings show that the ESL teachers’ TPACK level is amazingly high. Additionally, it also shows that the teachers’ attitude towards technology is also promisingly significant. Apart from that, findings also disclosed that there is a significant relationship between ESL teachers’ TPACK skills and attitudes towards technology. It is suggested that future research studies incorporate the administration of the questionnaire to analyze attitudes before and after the implementation of a long-term professional development plan for technology integration.