World Language Teachers: Self-perceptions of Their TPACK

The use of technology in the world language classroom is not a novel concept. World language educators must be familiar with various technological tools to step beyond the artificial classroom boundaries and provide opportunities for learners to interact with other peoples and cultures. The first step in integrating technology in the world language classroom is to establish competency in the content, pedagogy, and technology. Through the lens of TPACK, researchers explored 101 secondary world language teachers' perceptions of their TPACK as well as technology integration. Through an analysis of findings, including quantitative survey data and commentary, researchers discovered a general positive disposition toward teaching with technology. Implications regarding professional development, including connections to Common Core State Standards, are discussed.