English as a Foreign Language Teachers' Technology Professional Development Needs

Abstract

This study examined the Technological, Pedagogical and Content Knowledge (TPACK) professional development needs of English as a Foreign Language (EFL) Teachers. EFL teachers participated in semi-structured interviews from seven primary schools in a middle-sized urban school district in the east part of China. The results indicated that though primary EFL teachers in China have basic technological knowledge to support teaching, they are lacking appropriate knowledge and training, particularly in areas of TPACK related to EFL teaching. Results from the present study indicate that there is a need for PD that helps EFL teachers integrate technology in teaching reading, speaking, and writing.