Delving into EFL teachers’ digital literacy and professional identity in the pandemic era: Technological Pedagogical Content Knowledge (TPACK) framework

Abstract

The recent decades have witnessed an accelerated pace of educational development due to the advancement of digital technology. The recent inclusive spread of the COVID-19 pandemic has influenced this development, resulting in the emergence of an educational revolution that extensively uses online courses. These changes entail figuring out how teachers’ digital literacy has expanded along with this phenomenon. In addition, given the new technological advances in recent years, an upheaval has taken place in teachers' understanding of their dynamic roles, which is known as professional identity. Professional identity influences teaching practices with special consideration devoted to English as a Foreign Language (EFL). Technological Pedagogical Content Knowledge (TPACK) is considered an effective framework whereby the incorporation of technology into different theoretical situations such as EFL classes is understood. This initiative was introduced as an academic structure to improve the knowledge base, which helps the teachers to efficiently teach using technology. This yields important insight for teachers, particularly, English teachers, who can use them to improve three aspects of education, namely, technology, pedagogy, and content knowledge. Along the same lines, this paper aims to consider the relevant literature on the contribution of teacher identity and literacy to teaching practices, using the TPACK framework. Accordingly, some implications are presented to educational stakeholders such as teachers, learners, and material developers.

1. Introduction

The global prevalence of COVID-19 had a great impact on many countries in 2020 so over 1.38 billion learners were deprived of in-person courses due to the social distance requirement [1,2]. Of many countries, China also had to face such a reality, with an estimated 200 million online students enrolled in educational institutions to encounter many challenges as they had to shift to online learning [[3], [4], [5]] Moreover, given the increasing use of virtual courses across the world, some guidelines were considered necessary. Accordingly, many educational institutions had to make relevant adaptions to methodologies, subject content, and curriculum [4]. Consequently, there is a growing need for teachers to adapt to emerging situations so that they can teach comfortably and effectively in online contexts [4,6]

Despite the necessity of such a switch to online teaching mode, some investigations have dealt with several issues associated with online teaching in the COVID-19 era, including the obstacles both instructors and learners face, good online teaching practices, as well as changes in teacher emotions [7,8]. For instance, it cannot be denied that the majority of L2 instructors suffer from inadequate experience and training concerning online instruction [4].

The previous research results indicate that several teacher variables, including professional knowledge, techniques, and affective attributes contribute to the quality of instruction [9]. As a result, L2 teaching is not confined to technical knowledge and skills. This means that besides English competence, there are also affective factors that contribute to the process of L2 teaching. Indeed, the teacher is one of the essential aspects of a dynamic decision-maker [10]. It needs to be made clear that teachers are characterized by their personality aspects, convictions, reasoning, and motives that considerably impact the quality of their instruction in educational contexts [11]. In the teaching process, teacher identity is regarded as a noteworthy element that helps the quality of the decisions made by instructors about their teaching practices [12]. Teachers' identity is concerned with their perceptions of themselves (self-image) as teachers, which is highly influenced by their continuous communication with their educational setting [13,14]. The role of this construct has also been studied in some investigations in which learning to teach requires Professional Identity (PI) build-up instead of gaining knowledge [15]. PI requires more than knowledge; that is, it entails an L2 teacher's awareness of how to do things and to be her/himself—that is, to make the relevant adaptations and personalize disciplinary or professional knowledge based on her/his identity and teaching settings [16].

Gaining mastery over digital technology involves the ability to gain access to, generate, and share digital information [17], which has been easier than before due to the use of the internet. Indeed, the internet creates opportunities for being flexible when it comes to sharing or retrieving information. Furthermore, instructors should be equipped with the critical and analytical skills, which are required for processing information gained via the internet to reinforce learning. Consequently, digital literacy arises as it has a significant function in L2 education more than ever given the outbreak of Covid-19 [18]. Teacher digital literacy is viewed as an essential element of education that allows for the practical use of information communication technology. This kind of literacy has impacted the quality of teaching, thus playing a growing significant role in education [[19], [20], [21], [22]]. It is incumbent on all instructors to draw on their Information and Communication Technology (ICT) skills while teaching [11]. They should be trained on how to professionally use synchronous computer-intervened communication tools, e.g., Instagram, and GoogleMeet [11].

In the same vein, teachers should constantly update their pedagogical knowledge, including content, teaching practices, and technological advances. They need to know how to integrate various kinds of knowledge into their professional development plan [23]. TPACK refers to the incorporation of a teaching knowledge framework, as well as technology, which enhances the efficacy of teaching in classroom settings [24]. Indeed, the TPACK model is considered a pedagogical construct that serves as a theoretical foundation that deals with the interplay between three kinds of knowledge, namely, Technological Knowledge, Pedagogical and Content Knowledge [25]. Similarly, it involves practical issues related to the design of learning processes given the teachers' and students’ previous experiences (impressions, attitudes, beliefs) using technologies [26]. It is generally argued that TPACK model learning can be used as the best tool through which teachers can acquire the way to incorporate technology in the digital years, particularly given the spread of Covid-19. As the TPACK model aims to integrate various facets of knowledge, mastery of resources, and technology, it is regarded as a solid option [27].

Alternatively, TPACK yields important insights that EFL instructors can use to optimize three types of knowledge related to education; knowledge of technology, pedagogical knowledge, and content knowledge [27]. Through using this learning framework, these three elements reinforce each other mutually, creating an inclusive and meaningful learning process. The importance of a swift shift to online teaching in the pandemic era forced teachers' approval and literacy of technologies, but to date, based on the researcher's knowledge, not enough studies have focused on this aspect. Also given the global pandemic during teaching English, teachers are struggling with multiple challenges, such as internet blackouts, distractions, and difficult management, inadequate training regarding the employment of effective platforms, and inadequate training on the use of educational materials and online resources to incorporate in instruction. Also, they are not consulted when it comes to the preparation of the educational process which has a negative influence on them both psychologically and professionally [28]. Accordingly, many investigations have sought to shed light on digital literacy skills as both instructors and learners need to be equipped with this type of literacy in the L2 context [[29], [30], [31]]. Besides, the role of EFL teachers' perspectives of their PI after the obligatory shift to online education thanks to the pandemic, is deemed a necessity. Although there have been investigations on teachers' PI and it has turned into an important topic in the area of education, particularly, in recent decades [32,33], not enough studies exist on how exactly online instructors shift and develop their identities as it is the main issue in coping with adversities [13]. Indeed, given the necessity of online learning in the global pandemic, as well as the lack of research findings correlated with the role of the TPACK framework on teachers in online learning on one hand and their literacy level and PI, on the other hand, this paper aimed to review teachers' academic literacy and PI embedded in the TPACK framework.

2. Review of the literature

The present section provides a review of the variables of the study, namely PI, digital literacy, and TPACK, and how different scholars have viewed them in the existing literature.

2.1. Professional identity (PI)

Identity is characterized by Hashemi, Karimi, and Mofidi [34] as an interdisciplinary concept, which refers to individuality which is related to the consistency of one's meaning in the eyes of others in the immediate community. As for the connection between educational contexts and identity is concerned, Pennington [35] describes identity as a concept, subjective impression, or model of what ‘being a teacher’ implies. This can serve as a guide, driving teachers' practices as they try to put into practice being a teacher by adhering to particular acts of teacher identity. The conceptualization of identity is manifested in different ways in educational milieus [4]. PI is considered a crucial aspect of teachers' characteristics, which evolves in the form of a continuous and ongoing process, often unfolding in contextual settings [36]. When it comes to EFL, the construct of teacher identity is regarded as an essential contributor to their performance; therefore, it has been the focus of many researchers. Along the same lines, some researchers have contributed theoretically to the related literature [[37], [38], [39]]. For example, Miller [40], Bressler and Rotter [41] have defined teacher identity as a characteristic impression of self, formed by an individual as a teacher that signals his/her comprehensive outlook toward education.

Teacher identity is described as how a teacher forms a represented self and perception of oneself, which emanates from complex interactions between the teacher, social and cultural features, and input [42]. In the same vein, Luehmann [43] elaborates on four essential attributes of identity; the socially constructed nature, being subject to constant modifications, being multifarious, and being embedded in the explanation and description of experiences. Therefore, identity can be deemed as a composite of components involved in how teachers describe themselves. It has a reciprocal relationship with one's perception of own professional belonging [44] which essentially influences how teaching experiences are understood, interpreted, and lived [45]. As stated by Yazan [33], a teacher's PI is described as a teacher continuously evolving perception of one's teaching self. Such an image of one's teaching self is likely to change given the dynamic changes in the immediate contexts, as well as their interactions with other people. As a result, the formation of teacher identity is influenced mainly in such a way that they conceive of the contemporary realities, as well as how they engage in constant negotiation in their professional communities [46]. Educators' PI plays a central role in their educational career, providing them with a framework to generate their unique thought regarding ‘the way of being’, ‘the way of action’, and ‘the style of understanding their work and their position in the public [47]. Indeed, PI has been described as a dynamic construct that influences instructors’ behaviors in the class, the quality of their instruction, and their sense of well-being [[48], [49], [50]]. Moreover, it influences their professional development, allowing them to deal with educational modifications. This can pave the way for innovations in the classroom, as well as creativity in instruction [51]. In their classification of PI, Beijaard, Verloop and Vermunt [52] have identified three aspects: a teacher whose role is subject matter expert, educators who serve as didactical experts, and teachers who are academic experts. The finding of their revealed that teachers see themselves mainly as didactical experts, followed by pedagogical experts, and least as subject matter experts.

2.2. Digital literacy

Digital literacy is concerned with the eagerness for and having the capabilities for using technologies, such as communication to gain access to information. It also refers to how one manages, analyzes, and evaluates information, leading to the build-up of new knowledge. Gaining this knowledge enables individuals to engage in communication with others, and to take part effectively in society [53,54]. Individuals who are digital technology should be equipped with digital literacy skills [17]. In the context of education, teachers need to be equipped with such competencies, which are a prerequisite for critical thinking, and the ability to identify and even verify the real truth of the information in e-Learning [55]. Information literacy is made up of the following seven elements: the capability of effectively identifying, evaluating, and using the required information [56]; digital scholarship, which has to do with the active involvement of digital media users in the educational tasks to extract new facts from digital media. This can be realized through research or doing college assignments [57]; the next element is learning skills which are defined as the effective learning of different technologies required for engaging in formal and informal learning activities [58]; ICT literacy which is related to the procedural knowledge of ICT. This type of knowledge is concerned with the adoption, adaptation, and use of various digital devices and ICT-based media, which encompasses both applications and services [59]; Career and identity management requires the use of technology to manage online identity. An individual's identity can be simulated using avatars who can communicate with several parties simultaneously; Communication and cooperation involve active engagement in activities and investigations through digital networks; Media literacy is composed of multiple critical reading skills, innovative academic and professional communication in a diverse range of media. Using media literacy, the users are not simply misled by facts that promptly satisfy their psychological and social needs [60]. In line with Hong, Greene and Lowery [61], teacher identity, which is formed based on the teachers' previous experiences, makes an important contribution to their decision-making, teaching practices, and career goals. Indeed, teacher identity can have an important role in personal and professional lives; moreover, it influences the quality of students' learning, institutions, and even the whole education system. This is because teachers' self-perceptions influence their ability and willingness to instruct and develop professionally. It also contributes to innovative in-class teaching practices and adaptations to educational trends [52]. Three types of abilities make up digital literacy skills: cognitive, technical, and socio-emotional capabilities, all of which are involved in operating technological devices and programs [62]. Consequently, it follows that individuals' capabilities make an important contribution to the integration of technology in educational contexts.

2.3. Technological pedagogical content knowledge (TPACK)

TPACK is concerned with the teachers' successful application of technology to develop the value of education [23]. It is aimed at uncovering the contribution and function of knowledge as a requirement on the part of teachers for the incorporation of technology in their education. It involves dealing with the intricate, multidimensional nature of teacher knowledge [25]. This type of knowledge, TPACK is, indeed, deemed as a development of Shulman [63]'s concept, which has to do with embedding technological knowledge [64]. The focus of the TPACK model is on a general merging of three factors, namely, technology, education, and content knowledge in the context of education and learning environment. Indeed, the TPACK model (see Fig. 1) considers the complex relationship between the three features. The interaction among these factors influences the incorporation of ICT in education [65]. Content knowledge is indicative of how teachers conceive of the pieces of evidence, organizations, as well as the level of content [64]. This concept is related to the topics, specificity, or characteristics and applications with different standards. Given these conditions, the employees working in educational institutions need to put into practice or apply different techniques in the context of teaching and learning [66]. Pedagogical Knowledge (PK) deals with various techniques, educational approaches, and learning procedures, in addition to learning success in education [67]. In the wider context of TPACK, PK also refers to the execution of lesson preparation and planning processes, the effective management of educational resources, and also the assessment of learners. Technology Knowledge (TK) has to do with the teacher's knowledge related to the plausibility of necessary or standard technologies and resources, such as whiteboards and textbooks, as well as the state-of-the-art technologies, such as laptops, social media, and virtual video used in educational contexts and learning environments. Such a kind of knowledge is also made up of the ability to use particular technologies in educational procedures [66]. This competence consists of the following: knowing the methods employed in the class setting, knowing the identity of the learners, and knowing the relevant techniques or procedures related to the evaluation of learners' comprehension. The PK made it possible for educational employees to understand and assess how students gain and expand their knowledge in educational domains [65]. Based on this theory, there are some types of knowledge that educators should obtain for effective teaching, using new technologies [27]. Educators' information accumulates based on the context of class teaching, which is context-specific. Such information has to do with people and instruments [68].

Fig. 1.

The TPACK framework and its knowledge components (source: http://tpack.org, 2012).

3. Conclusions

Given the overall power of COVID-19 in education, there is a growing interest in using online classrooms where it is possible to run training programs [69]. Thanks to the global outbreak of the covid-19 phenomenon, teachers should possess the required digital literacy to be able to teach online and use innovative educational paradigms [70]. So the development of digital literacy is considered one of the best possible clarifications to the challenges of integrating ICT in learning, as it can be regarded as an instrument for better achievement [71]. Moreover, digital literacy skills make it possible for teachers to make adjustments based on novel learning models, namely, blended learning that enables educators to comply with the policies and regulations issued by the government about social distancing and other preventive measures [72]. Due to the technological development in this era, assisting teachers to incorporate these technologies into education seems to play an important role, yet, teachers should possess the related knowledge to figure out how to execute and use technology to improve learning. The use of technology can also provide many opportunities for students' achievement. All teachers need to incorporate TPACK into their practices as it is deemed as a progressive technical knowledge context. TPACK is known as an inclusive framework that accounts for the way in which technology can be incorporated into the classes. Instructors who are equipped with high a high level of TPACK can continuously incorporate technology into the curriculum to enhance effective and context-specific teaching strategies and also promote learning objectives. A great number of studies give credence to the important role of TPACK as a crucial factor that contributes to the successful incorporation of technology in classes [25,27, 67]. This influences the teachers’ digital literacy as such a kind of literacy skill can enable instructors to deal with the challenges of the times linked to the practice of mixed learning models in the context of education. A high level of digital literacy skills enables instructors to transform learning so that it becomes more creative and innovative.

4. Pedagogical implications

This study has some implications for different actors involved in L2 teaching, including teacher trainers, syllabus designers, material producers, and programmers, along with educational circumstances. The findings can also enhance EFL teachers' insights regarding the impact of TPACK on the expansion of digital literacy and PI. Indeed, the results revealed that professional development in online classes requires EFL instructors to improve their knowledge of TPACK in different ways. Put it another way, as far as three types of knowledge are concerned, i.e., technology, pedagogy, and content, teachers enjoyed a high level of knowledge interrelated to the incorporation of technology in EFL classrooms. As a result, teacher training programs should organize technology laboratories where pre-service teachers can work. This would turn them into experienced technology-savvy individuals. Teachers need to apply the TPACK structure to design syllabuses, as well as professional training workshops to foster pre-service and in-service educators’ technology merging skills. Thanks to the workshops and related initiatives, pre-service teachers can gain insights on how to use new technological equipment and contents in the class and make the necessary adaptions to the present program to enhance their digital literacy.

Teacher training programs on the use of technology in academic settings are an important part of teaching plans and TPACK is an approach based on which techno-pedagogical advances can be incorporated into academic activities [73]. Teachers should employ TPACK as a metacognitive tool that they can use to reinforce the incorporation of digital literacies into their classrooms as it can facilitate teachers’ visualization of the coordination between their knowledge of technology, their skills, and other knowledge domains regarding instruction and learning [74]. Being metacognitively aware of TPACK makes it possible for teachers to determine their learning goals and, subsequently, make informed decisions for incorporating digital literacy practices. Teachers should be equipped with an adequate level of digital literacy using TPACK approaches. This can make sure that they keep engaging in future professional activities and programs. Taking part in professional training courses that provide a safe space and environment for instructors to examine, experiment, and improve tolerance for failure is a core component in fostering a TPACK for digital literacies. All related stakeholders, including governments and educational institutions, are endorsed to organize teacher professional development workshops or training modules using the TPACK framework. Such initiatives enable pre- or in-service teachers to enhance their literacy.

Correspondingly, teachers should enhance their PI as it plays an important role in shaping their professional self-image, which contributes to their effective instruction, providing them with a positive perspective on their contribution [75,76,77]. PI should be covered in teacher training courses and the tools related to social and digital media must be adopted by learners and academics alike. Furthermore, teacher training programs need to emphasize developing the various types of teacher trainees, such as their pedagogical skills, teaching methodologies, and content knowledge as these programs should target their teacher identity, as well. Policy-makers must pave the way for the professional development of EFL teachers by placing value on TPACK opportunities. Indeed, equipping institutions with the required technological devices is very essential for the enhancement of instruction and learning in the EFL context. It is important to assess the effectiveness of pre-service and in-service teacher preparation programs for future practice. Following their professional identities, instructors perceive the curriculum and textbooks, select their teaching style, and obtain an understanding of learners' achievement. Given that instructors’ PI experiences constitute the main part of their teaching practice, its exploration can yield many implications for effective changes in curriculum, classroom teaching, and learning [78]. These can be considered in prospective studies.

5. Suggestions for further research

Future studies are recommended to examine the possible relationship between instructors' L2 proficiency, and its impact on their digital literacy and PI. Moreover, other types of studies, including case and phenomenological ones, which open a window into the reasons behind instructors' PI development, as well as digital literacy, can be carried out. Researchers can focus on the correlation between constructive mental concepts, including enjoyment, self-esteem, constructive emotions, resilience, and the instructor's professional development. Third, future scholars can innovate their data analysis with research methods/approaches from the perspective of dynamic systematic theory to make the research findings more valid and reliable [79]. Lastly, the research context can be expanded into other teacher online training contexts [80], although the present research reveals important insights into the preparation of ESL/EFL teacher trainers regarding the integration of technology in teacher training courses. Therefore, teachers who enjoy a high level of professional development can take advantage of technology, implementing a repertoire of methods in their classes by considering educators' identity and literacy. Moreover, teacher trainers need to keep the L2 teachers updated on the contribution of TPACK in the development of actual teaching methods. Technology has a key function in realizing the desires of 21st-century learning abilities.

Author contribution statement

All authors listed have significantly contributed to the development and the writing of this article.

Data availability statement

No data was used for the research described in the article.

Declaration of competing interest

The authors declare that they have no known competing financial interests or personal relationships that could have appeared to influence the work reported in this paper.