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Using the TPACK framework and content analysis, the research evaluates 496 course guides across 39 public universities in Spain. Results show less than half include technology, mainly via broad competency framing and only moderate TPACK integration, highlighting the need for deeper, FLT-specific technological embedding.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/ict-integration-in-flt-an-analysis-of-tpack-implementation-in-spanish-primary-teacher-education/601524/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/ict-integration-in-flt-an-analysis-of-tpack-implementation-in-spanish-primary-teacher-education/601524.png","ImageObject",300,407,{"name":92,"@type":93},"anakgang17","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-31","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What framework guides the study’s analysis of technology integration in FLT training?","Question",{"text":112,"@type":113},"The study uses the “Technological Pedagogical Content Knowledge” (TPACK) framework.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the national study conducted and what materials were analyzed?",{"text":117,"@type":113},"A national study across 39 public universities analyzed 496 course guides in FLT primary education teacher training programs.",{"name":119,"@type":110,"acceptedAnswer":120},"What do the findings suggest about technology use and TPACK integration?",{"text":121,"@type":113},"Less than half of the subjects incorporate technology; when they do, technology is often presented as a broad competency, leading to a conclusion of moderate TPACK integration and the need for more comprehensive integration in FLT training.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},601524,1792898889,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":39,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":46},962090883568,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","ICT integration in FLT: An analysis of TPACK implementation in  \nSpanish Primary Teacher Education  \nTania F. Gómez Sánchez1,* , María Bobadilla-Pérez2 , Begoña Rumbo Arcas3, Lucia Fraga-VIñas4 , Noelia Mª Galán-Ridríguez5  \n1 Universidad Da Coruña, Spain, [tania.fatima.gomez.sanchez@udc.es](tania.fatima.gomez.sanchez@udc.es) , [https://orcid.org/0000-0002-1940-000X](https://orcid.org/0000-0002-1940-000X)  \n2 Universidad Da Coruña, Spain, [m.bobadilla@udc.es](m.bobadilla@udc.es) , [https://orcid.org/0000-0002-4972-5980](https://orcid.org/0000-0002-4972-5980)[ ](https://orcid.org/0000-0002-4972-5980)3 Universidad Da Coruña, Spain, [begona.rumbo@udc.es](begona.rumbo@udc.es) , [https://orcid.org/0000-0002-4748-8969](https://orcid.org/0000-0002-4748-8969)[ ](https://orcid.org/0000-0002-4748-8969)4 Universidad Da Coruña, Spain, [lucia.fragav@udc.es](lucia.fragav@udc.es) , [https://orcid.org/0000-0003-4602-3593](https://orcid.org/0000-0003-4602-3593)[ ](https://orcid.org/0000-0003-4602-3593)5 Universidad Da Coruña,Spain, [noelia.galan@udc.es](noelia.galan@udc.es) , [https://orcid.org/0000-0001-6662-7269](https://orcid.org/0000-0001-6662-7269)  \nABSTRACT  \nThis study explores primary teachers´ initial training programs, focusing on Foreign Language Teaching (FLT) and its integration with technology. The research is grounded in two dimensions of contemporary society: plurilingual competence and digital literacy. The study employs the conceptual framework of \"Technological Pedagogical Content Knowledge\"(TPACK) (Mishra & Kohler, 2006) and applies content analysis methodology. The scientific interest lies in the scarcity of studies examining this specific area within the Spanish context, because research on TPACK in FLT has primarily focused on Asia and the Middle East. To address this void, a comprehensive national study encompassing 39 public universities was conducted. This study involved an in-depth analysis of 496 course guides within the field of FLT in primary education teacher training programs. The research findings indicate that less than half of the subjects incorporate technology, and when they do, two prominent trends emerge: the integration of TPACK and the presentation of technology as a broad competency, not specifically tailored to FLT. The primary conclusion drawn from this study is that the incorporation of TPACK in this context is moderate, emphasizing the need for a more comprehensive integration of technology within FLT teacher training programs.  \nKEYWORDS: TPACK, FLT, Initial teacher training, content analysis, course guides  \n1 INTRODUCTION  \nIn contemporary information society, the role of the educator has evolved, transitioning from a paradigm where teachers assumed the central role in the teaching-learning process to a model centredon the lifelong learner. The Scale for Key Competences for Lifelong Learning (SKCLL) promoted by the Council of Europe (2018) underscores essential competences in this context, including native and foreign language (FL) communication, digital competence, learning to learn, social competence, entrepreneurship, and cultural expression (Sahin et al. , 2010) . Today's educators must develop critical and creative thinking skills to enable students to adapt to the dynamic and flexible demands of the social system. The European Digital Competence Framework (DigComp) (Ferrari, 2013; Carretero et al. , 2017) describes the digital competence of citizens and European member states have used it as a reference framework for developing students´ digital competence, placing new demands on teachers all educational levels (Ghomi & Redecker, 2019) . Consequently, the use of technology to support these pedagogical needs has become essential for all educators, particularly so in the aftermath of the Covid-19 pandemic which inevitable brought along brought along the transition to more technology-based education (Faura-Martínez et al. , 2022; AbuTalib et. al., 2021; Pozo et al. , 2021) .  \nWithin this fr","cbCaicVwJMhtuMmG","https://ap.wps.com/l/cbCaicVwJMhtuMmG","pdf",249728,"English","# Introduction\n## TPACK as a framework for digital teaching\n## Technology integration in FLT teacher education\n# Abstract\n## Research dimensions and methodology\n## National study and findings","[{\"question\":\"What framework guides the study’s analysis of technology integration in FLT training?\",\"answer\":\"The study uses the “Technological Pedagogical Content Knowledge” (TPACK) framework.\"},{\"question\":\"How was the national study conducted and what materials were analyzed?\",\"answer\":\"A national study across 39 public universities analyzed 496 course guides in FLT primary education teacher training programs.\"},{\"question\":\"What do the findings suggest about technology use and TPACK integration?\",\"answer\":\"Less than half of the subjects incorporate technology; when they do, technology is often presented as a broad competency, leading to a conclusion of moderate TPACK integration and the need for more comprehensive integration in FLT training.\"}]","ICT integration in FLT - An analysis of TPACK implementation in Spanish Primary Teacher Education | PDF",1792092785]