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The study applied the TPACK-in-Action model, emphasizing “learning by doing” through (social) construction, and carried out qualitative analysis to identify two practice approaches: Formal Practice and Functional Practice. Findings show mechanical TPACK can limit the transfer of knowledge from English texts, while Functional Practice supports positive transformative outcomes and collaborative learning, enhancing learners’ creative potential.",{"@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/information-communication-technologies-in-teaching-english-as-a-foreign-language-analyzing-efl-teachers-tpack-in-czech-elementary-schools/599031/",{"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/information-communication-technologies-in-teaching-english-as-a-foreign-language-analyzing-efl-teachers-tpack-in-czech-elementary-schools/599031.png","ImageObject",300,407,{"name":92,"@type":93},"jay","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-31","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":44},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"How many elementary schools were included in the study and where were they located?","Question",{"text":112,"@type":113},"The study was carried out in five different elementary schools in the Czech Republic.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What model guided the investigation of teacher competence and ICT integration?",{"text":117,"@type":113},"The study employed the TPACK-in-Action model based on Technology Pedagogy and Content Knowledge (TPACK).",{"name":119,"@type":110,"acceptedAnswer":120},"What distinguishes Formal Practice from Functional Practice in the teachers’ technology integration?",{"text":121,"@type":113},"Formal Practice involves conservative, mechanical technology use in language teaching, while Functional Practice uses technology in terms of (social) construction and integrated collaborative learning models, leading to positive transformative outcomes.","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},599031,1792161139,{"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":44,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},3985747858866,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","doi: 10.26529/cepsj.499  \nInformation Communication Technologies in Teaching English as a Foreign Language: Analysing EFL Teachers’TPACK in Czech Elementary Schools  \nDev Raj Paneru1  \n• This qualitative study was carried out in five different elementary schools in the Czech Republic. It aimed to investigate how English as Foreign Language teachers developed teaching competence and practised information communication technology integration in classroom teaching. To this end, this study employed the idea of a Technology Pedagogy and Content Knowledge –TPACK-in-Action Model. It advocates a ‘learning by doing’ approach on (social) construction to better understand how teachers develop technological and/or computer-assisted language learning competency for teaching and practice in an English as a Foreign Language environment. Under this model, this study conducted qualitative analysis and found two different approaches in practice, which were categorised as Formal Practice and Functional Practice. The former involved a conservative mechanical practice of technology use in language teaching whereas the latter involved it in terms of (social) construction. According to analyses based on conservative practices, teachers expressed that mechanical TPACK in association with technology in classes limited the transmission of mechanical knowledge from English texts. In Functional Practice, however, teachers drawing upon alternative learning interactions expressed positive transformation results from TPACK, associated with the use of technologies integrated into class instructions as a collaborative tool for learning models. In these latter integrated practices, teachers’ perceptions, practices, and reflections in combining technologies in an English as a Foreign Language environment, as new literacy skills, identified an increase in the learner’s creative potential.  \nKeywords: technology, EFL, teacher competence, transformative learning, teaching practices  \n1 Department of Educational Sciences, Faculty of Arts, Masaryk University, The Czech Republic; [devrajpaneru1@gmail.com](devrajpaneru1@gmail.com).  \n142 information communication technologies in teaching english as a foreign language  \nInformacijsko-komunikacijske tehnologije pripoučevanju angleščine kot tujega jezika: analiza TPACK pri učiteljih angleščine kot tujega jezika v čeških osnovnih šolah  \nDev Raj Paneru  \n• Kvalitativna raziskava je bila izvedenav petih osnovnih šolah na Češkem. Namen raziskave je ugotoviti, kako so učitelji angleščine kot tujega jezika razvili kompetence poučevanja z informacijsko-komunikacijskotehnologijo in kako so to vključevali v poučevanje. S tem namenom je študija privzela idejo tehnološko-pedagoško vsebinskega znanja (Technological Pedagogical Content Knowledge – TPACK-in-ActionModel). Ta model spodbuja pristop k učenju skozi prasko kot (socialni) konstrukciji z namenom izboljšanja razumevanja, kako učitelji razvijajo kompetence tehnološkega in/ali računalniško podprtega poučevanja angleščine kot tujega jezika. Na podlagi tega modela je bila v okviru študije izvedena kvalitativna analiza, ki je pokazala dva različna pristopa pri pouku, ki sta bila kategorizirana kot »formalna praksa« in »funkcionalna praksa« . Prvi pristop vključuje konservativno mehanskouporabo tehnologije pri poučevanju jezika, drugi pa rabo tehnologijevključuje v smislu (socialne) konstrukcije. Analiza konservativnih prakskaže, da so učitelji izrazili, da mehanski TPACK v povezavi s tehnologijov razredu omejuje prenos mehanskega znanja iz angleških besedil. Za funkcionalno prakso pa je značilno, da so učitelji, ki so se opirali na alternativne učne interakcije, izrazili pozitivne transformacijske izide TPACK-a, povezane z integracijo tehnologije kot sodelovalnega orodjaučnih modelov v pouk. V okviru teh pristopov so percepcije, prakse in refleksije učiteljev o kombiniranju tehnologij pri poučevanju angleščine kot tujega jezika kot nove opismenjevalne veščine zaznale porast ustva","cbCaitB2SkbXoVbt","https://ap.wps.com/l/cbCaitB2SkbXoVbt","pdf",325203,23,"English","# Introduction\n# Study Focus and Model\n# Practice Approaches Identified\n## Formal Practice\n## Functional Practice\n# Implications for Teachers and Learners","[{\"question\":\"How many elementary schools were included in the study and where were they located?\",\"answer\":\"The study was carried out in five different elementary schools in the Czech Republic.\"},{\"question\":\"What model guided the investigation of teacher competence and ICT integration?\",\"answer\":\"The study employed the TPACK-in-Action model based on Technology Pedagogy and Content Knowledge (TPACK).\"},{\"question\":\"What distinguishes Formal Practice from Functional Practice in the teachers’ technology integration?\",\"answer\":\"Formal Practice involves conservative, mechanical technology use in language teaching, while Functional Practice uses technology in terms of (social) construction and integrated collaborative learning models, leading to positive transformative outcomes.\"}]","Information Communication Technologies in Teaching English as a Foreign Language - Analysing EFL Teachers’TPACK in Czech Elementary Schools | PDF",1792088037,58]