ICT integration in FLT: An analysis of TPACK implementation in Spanish Primary Teacher Education

This study explores primary teachers´ initial training programs, focusing on Foreign Language Teaching (FLT) and its integration with technology. The research is grounded in two dimensions of contemporary society: plurilingual competence and digital literacy. The study employs the conceptual framewo...

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Bibliographic Details
Published in:Digital education review 2024-07 (45), p.214-221
Main Authors: Gómez Sánchez, Tania F., Bobadilla-Pérez, María, Rumbo Arcas, Begoña, Fraga-Viñas, Lucia, Galán-Rodríguez, Noelia Mª
Format: Article
Language:English
Subjects:
Content analysis
Curricula
Digital literacy
Educational technology
Foreign language learning
Knowledge
Language
Language teachers
Pedagogy
Physical education
Second language instruction
Students
Teacher education
Teaching methods
Training
Trends
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Summary:This study explores primary teachers´ initial training programs, focusing on Foreign Language Teaching (FLT) and its integration with technology. The research is grounded in two dimensions of contemporary society: plurilingual competence and digital literacy. The study employs the conceptual framework of "Technological Pedagogical Content Knowledge" (TPACK) (Mishra & Kohler, 2006) and applies content analysis methodology. The scientific interest lies in the scarcity of studies examining this specific area within the Spanish context, because research on TPACK in FLT has primarily focused on Asia and the Middle East. To address this void, a comprehensive national study encompassing 39 public universities was conducted. This study involved an in-depth analysis of 496 course guides within the field of FLT in primary education teacher training programs. The research findings indicate that less than half of the subjects incorporate technology, and when they do, two prominent trends emerge: the integration of TPACK and the presentation of technology as a broad competency, not specifically tailored to FLT. The primary conclusion drawn from this study is that the incorporation of TPACK in this context is moderate, emphasizing the need for a more comprehensive integration of technology within FLT teacher training programs.
ISSN:2013-9144
2013-9144
DOI:10.1344/der.2024.45.214-221