{"id":2744,"date":"2022-04-11T13:51:44","date_gmt":"2022-04-11T17:51:44","guid":{"rendered":"https:\/\/tpack.pages.wm.edu\/?p=2744"},"modified":"2022-04-11T13:51:44","modified_gmt":"2022-04-11T17:51:44","slug":"2744","status":"publish","type":"post","link":"https:\/\/tpack.org\/tpackrefs\/archives\/2744","title":{"rendered":""},"content":{"rendered":"\n<p>Chien, C.-W. (2016). Investigating Taiwanese EFL digital natives\u2019 TPCK in teaching English to digital immigrants.&nbsp;<em>International Journal of Technology Enhanced Learning, 8<\/em>(2). doi:10.1504\/IJTEL.2016.078082<\/p>\n\n\n\n<p>Abstract:\u00a0<\/p>\n\n\n\n<p>\u201cThis study investigates 23 Taiwanese EFL digital natives&#8217; technological paedagogical content knowledge (TPCK) in teaching English to 23 digital immigrants in a Multimedia in English Instruction class in a language teacher education program in a university in the northwest of Taiwan. The data analysis of interviews, final projects, and videos yielded the following major findings. First, the digital natives&#8217; TPCK was developed through collections of multimedia tools, teaching the digital immigrants, and activity designs. Second, these digital natives lacked competence in designing appropriate follow-up activities and tasks for the digital immigrants. Next, they also failed to provide step-by-step modelling and demonstration on using technology and multimedia tools. A framework on developing digital natives&#8217; TPCK includes introduction of multimedia tools, provision of step-by-step modelling, recognition of adult learners&#8217; needs, and designing interactive follow-up tasks.\u201d<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Chien, C.-W. (2016). Investigating Taiwanese EFL digital natives\u2019 TPCK in teaching English to digital immigrants.&nbsp;International Journal of Technology Enhanced Learning, 8(2). doi:10.1504\/IJTEL.2016.078082 Abstract:\u00a0 \u201cThis study investigates 23 Taiwanese EFL digital natives&#8217; technological paedagogical content knowledge (TPCK) in teaching English to 23 digital immigrants in a Multimedia in English Instruction class&#8230;<\/p>\n<div class=\"more-link-wrapper\"><a class=\"more-link\" href=\"https:\/\/tpack.org\/tpackrefs\/archives\/2744\">Continue reading<span class=\"screen-reader-text\"><\/span><\/a><\/div>\n","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[3],"tags":[234,264,456,458,488,525],"coauthors":[2301],"class_list":["post-2744","post","type-post","status-publish","format-standard","hentry","category-journal-article","tag-taiwan","tag-digital-immigrants","tag-english-as-a-foreign-langauge","tag-efl","tag-english-teachers","tag-higher-education","entry"],"_links":{"self":[{"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/posts\/2744","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/comments?post=2744"}],"version-history":[{"count":0,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/posts\/2744\/revisions"}],"wp:attachment":[{"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/media?parent=2744"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/categories?post=2744"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/tags?post=2744"},{"taxonomy":"author","embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/coauthors?post=2744"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}