TECHNOLOGY IN CLASS: TECHNOLOGICAL PEDAGOGICAL AND CONTENT KNOWLEDGE OF EFL TEACHERS

This is a combined method study with a successive rationale aimed at examining the level of technological knowledge of EFL teachers in high schools in Indonesia. A total of 375 teachers from public schools located in the southern part of the island of Sumatra in Indonesia were voluntarily included in this study. To fit the context of the study, the TPACK study was adapted from previous literature with a total Cronbach’s alpha range of .82 to .89. The customized instruments have been validated by content that includes four experts in educational technology and one expert in translating from English into Indonesian. We also applied Cronbach’s alpha testing, the reliability of custom instruments (0.75 to 1.89). Mean ip values ​​are given in the quantitative report. We then interviewed teachers using a semi-structured interview in which the questions were based on survey items. The data is transcribed, translated, encoded and placed in topics. The findings showed that all teachers knew more about the traditional, non-technological concept of pedagogy and content than technological pedagogy and technological content.