Conceptualising the Pedagogical Purposes of Technologies by Technological, Pedagogical Content Knowledge and Substitution, Augmentation, Modification and Redefinition in English as a Second Language Classrooms

Abstract

Since the advent of modern technology, various e-learning initiatives have been implemented in schools. Although such initiatives have enhanced English as a second language (ESL) teachers’ technological knowledge, these teachers continue to struggle with technology integration due to their limited technological pedagogical knowledge. This study investigates how technology has been integrated into classrooms in various ways through a naturalist approach. It employs a qualitative multi-case study research design to investigate the practices of three English teachers who were responsible for IT in English education. Data were collected through observations, field notes, interviews and teachers’ reflections and analysed using a combination of inductive and deductive coding techniques, with the latter enhanced by two conceptual frameworks: the technological, pedagogical content knowledge (TPACK) model and Puentedura’s, augmentation, modification and redefinition (SAMR) model. The findings present a typology of five kinds of technological tools and three domains of pedagogical purposes achieved by technology in ESL teaching. This typology provides references and guidance for ESL teachers who lack TPACK, helping them to effectively integrate technology in a way that enhances their teaching. Moreover, this typology gives way to an improved TPACK framework in English language teaching (ELT), providing a greater conceptual understanding of the relationships among the constructs of technological knowledge, technological pedagogical knowledge and technological and content knowledge.