Chapter One Introduction
1.1 Research Background of the Study
People all think that once the tools are provided, the teachers will automatically use them effectively(Keengwe, J., 2017). However, the public and educators have realized that enough technology does notnecessarily mean improved Educational attainment. If the technologies were not used or they were notadopted effectively by teachers, the technology would become useless or even stumbling to teaching. Thesuccess of new technologies in the classroom depends in large part on the teachers’ ability to apply themmeaningfully, especially in the language classroom where the technology supports not only deliver contentbut also deliver the building of skills (Reinders, H., 2017). So the development of the technology andmodern educational theory also raises new requirements for teachers’ professional development abouttechnology -- technology integration. The integration of technology in teachers’ education programincluded two areas: teacher development and beliefs (Song, Hannafin, and Hill, 2017) and TechnologicalPedagogical Content Knowledge (TPACK) (Mishra & Koehler, 2017).The International Society for Technology in Education (ISTE) (2017) also suggested that school teachers shouldhave three areas of capacity when it comes to using technology: (1) basic knowledge of operations and concepts inusing technology (2) knowledge of using technology for personal or professional development (3) knowledge oftechnology in teaching (Jang, S. J. & Tsai, M. F, 2017, p327).Koehler and Mishra argued that the development of TPCK by teachers is critical to effective teachingwith technology. That is, applying technology to teaching requires teachers not only have sufficientknowledge of the specific subjects, but also have enough knowledge about how to integrate technology andsubject perfectly to maximize teaching effectiveness and efficiency. The teacher must be equipped with theappropriate knowledge about technology integration.
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1.2 Significance of the Study
Although all the teachers know the appropriate use of technology can strengthen teaching and learning,the extent to effectively integrate technology in the classroom is still limited. A major reason for thatunfavorable state may be found in the fact that teachers lack sophisticated knowledge to support effectivetechnology integration. That is why many teachers feel they are not well prepared to integrate technologyinto teaching. This is not only the problem of preservice teachers. Some experienced teachers, unless theyare intrinsically interested in a technology or already have identified a problem of practice, may not bewilling to or able to spend additional time to determine ways to use the technology (Hughes, 2017). TPACK,an interactive knowledge of technology, pedagogy, content as well as the learners and learning environmentcould be used as the scaffold for teachers’ technology integration. This thesis stirs the in-service teachers’cognitive conflict between old knowledge of content, pedagogy and technology and new knowledge ofPCK, TCK, TPK, and TPACK in their mind, finally causes their attention to the integration of content,pedagogy and technology, thus develop their internal knowledge according to TPACK framework.And studies on the teachers’ self-efficacy about technology integration could reflect the c，英语论文，英语论文题目
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