The Role of Technological Pedagogical Content Knowledge (TPACK) of English Teachers on High School Learners’ Acceptance of Mobile Learning Tools

Abstract

Educational technology is benefitted in diverse areas of education and mobile learning tools are one of the components of educational technology. Therefore, using technology in accordance with content and pedagogy has become more important. It is also important for teachers to know how to integrate technology into the learning and teaching process using appropriate methods and techniques. The aim of this study is to understand how students perceive technological pedagogical content knowledge (TPACK) of teachers and adaptation of mobile learning tools by students. This research was designed as a quantitative study and survey methodology was used to collect data from 352 high school students during the spring term in 2018. Participants were identified using convenience sampling method and only one state school with all students was included in the study. Two scales were used to collect the data: TPACK scale developed by Tseng (314-315) and Mobile Learning Tools Acceptance Scale (MLTAS) developed by Özer and Kılıç (586). The results showed that high school students perceived the TPACK of EFL teachers positively with all subcategories. They were also found to have positive perceptions of mobile learning tools. The study concluded that the more knowledge students perceived, the more they accept mobile learning tools.