The Relationship of Technological Pedagogical Content Knowledge (TPACK) and Educational Technology Anxiety in Chinese EFL Teachers' Technology Perceptions

• In Event: Social and Emotional Work in Online Learning

Abstract

Though teachers' technological pedagogical content knowledge (TPACK) has been considered as crucial guidance of information and communication technology application in teaching, little is known about educational technology anxiety in TPACK and its impacts on teachers’ perception of technology use. The study tested the interrelationships among TPACK, anxiety and teachers’ technology perceptions (i.e. including perception of technology usefulness and technology ease of use). Structural equation modeling analysis based on 110 Chinese English as a Foreign Language (EFL) teachers suggested that TPACK predicted educational technology anxiety and perception of technology use significantly. Moreover, educational technology anxiety did not mediate the relationship between teachers' TPACK and their perception of technology usefulness (PU) or ease of use (PEU).

Authors

• Yuantzu Chieh, Tsinghua University

• Yining Zhang, Tsinghua University