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Use of TPACK Framework Model in English Language Teaching

It is an undeniable fact that English now has a universal appeal and a requirement for global commerce, diplomacy and relations between nations and people.  It is the need of the hour to empower the youth to be employable by enabling them to attain fluency in English.  It has become mandatory for the academicians to think and revamp their teaching strategies with the changing times with the Integration of technology into their PCK. Koehler and Mishra (2008) introduced the concept of  technological pedagogical content knowledge (TPACK).  This paper focuses on TPACK which is the basis for good teaching by integrating technology which requires the knowledge of  using technologies; pedagogical techniques that use technologies in constructive ways to teach content; knowledge of what makes concepts difficult or easy to learn and how technology can help redress some of the problems that students face; knowledge of student’s prior knowledge and theories of epistemology; and knowledge of how technologies can be used to build on existing knowledge and to develop new epistemologies or strengthen old ones.Teacher educators need to better understand what technology integration entails and what underlying factors that could foster and hinder technology integration. Secondly the paper discusses the English Language Teaching TPACK Framework models.

L1 English Example Activity Types	Description of Activities	Example Technologies
Listening actively Word analysis English Tertiary Level Syllabus Activities	Listening actively: Students listen actively to process sounds and produce it correctly Word analysis: Students analyze Words in a variety of ways, including origins, parts (e.g.,vowels, dipthongs etc.), formations, functions (i.e., parts of speech). Using the dictionary is a related activity. English Tertiary Level Syllabus Activities Part 1: Model Pronunciation/Attentive Listening Ø  Teachers provides model pronunciation as illustrated in content. Ø  Teacher speaks more slowly (not more loudly) with clear enunciation and expression. Ø  Oral drill: students-read aloud vowels for practice – listen to tapes and Internet software programmes on ESL Teaching for model pronunciation. Ø  Listen to English Language programmes on TV and radio. E.g. GBC/TV, BBC etc. Part 2: Consult a dictionary Ø  Consult a good pronunciation dictionary and other useful on-line sound programmes. Ø  Look out for non-standard sounds resulting from first language (L1) interference.	Technology possibilities Ø  Use of presentation or video creation software Ø  Use of online dictionary Ø  Use of audacity software Ø  Use of audio and visual aids eg. Television, CD players, tapes etc. Ø  Use of web searching, language resources, concept mapping software (see Wikipedia concept and Mind-Mapping Software at: http://en.wikipedia.org/wiki/List of concept mapping software) Possible technology resources (some identified by e-content groups): Ø  McMillan Dictionary at: http://www.macmillandictionary.com/ search/british/?q=dog Ø  McMillan Education – the pronunciation app at: http://www.soundspronapp.com/ Ø  World of Teaching – English Language Powerpoint Presentations at: http://www.worldofteaching.com/ englishpowerpointspresentations.html. Ø  Wordsymth dictionary including possibilities for creating quizzes and other activities http://www.wordsmyth.net/ Ø  English Accent Coach at: http://www.englishteacherwebsites. com/resources/englishaccent.html Ø  BBC Learning English Pronunciation Tips at: http://www.bbc.co.uk/worldservice/ learningenglish/grammar/pron/sounds/ vowel short 1.shtml Ø  UNESCO Collection of E-Learning Tools Recommended for Advanced Learners-Language Learning at: http://www.unescobkk.org/education/ ict/online-resources/e-library/elibrary- themes/teaching-and-learning/collection-of-e-learning-tools-recommended-for-advanced- learners/

Content Knowledge- Curriculum Topics - activities

Pedagogical Knowledge

Technology Knowledge

Teacher Development Needs

Essay writing -narrative writing - Expository writing

Discussion of formats Brainstorming Group work

Internet for research Templates on CDs Wikispaces

Knowledge in internet use Knowledge in the use of relevant software programmes

ICT Teacher Competency	Content Knowledge- Curriculum Topics - activities	Pedagogical Knowledge	Technology Knowledge
Knowledge (TL.3a.), incorporate appropriate ICT activities into lesson plans so as to support students’ acquisition of school subject matter knowledge. (TL.3.b.)	- Articles - Debates - Letter writing	Field trips Teacher models	Audacity Animation software Projectors

1.Comprehension    and    Summary    Writing 2.Literature 3.Grammar

1.a.group       activity  b.discussion  c.silent     reading 2.a.Simulation       or  dramatization b.brain-     storming

1.Use of graphic organizers 2.Youtube 3.templates from the internet 4.Survey monkey

Professional training in the use of the internet

Content Knowledge- Curriculum Topics - activities	Pedagogical Knowledge	Technology Knowledge	Teacher Development Needs
English vowel sounds - Pure vowels - diphthongs	Pronunciation drills Demonstration	Use of Audacity software and online dictionary Use of audio and visual aids eg. Television, CD players, tapes etc.	Training in the use of software programmes Training in how to operate the gadgets