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摘要：Although all the teachers know the appropriate use of technology can strengthen teaching and learning,the extent to effectively integrate technology in the classroom is still limited. A major reason for thatunfavorable state may be found in the fact that teachers lack sophisticated knowledge to support effectivetechnology integration.

onfidence,attitudes of the teachers about technology integration. Albion (2010) said the reasonable confidence couldbe used to assess some components of the knowledge and skills required for teaching. From TPACK, theteachers could understand their own ability to integrate Content, Pedagogy and Technology and takeeffective measures to improve this condition. Self-efficacy of technology integration clearly reflects theteachers’ own attitude and perception about technology integration. Surveys of teachers’ attitudes andperceptions could commonly reflect the teachers’ technology integration levels (Schmidt et al., 2009).
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Chapter Two Literature Review

2.1 Overview
Thisframework was first called TPCK, since the consonant heavy and it is difficult to speak, the TPCK waschanged into TPACK in the 9th Annual National Technology Leadership Summit. Thompson and Mishrathought the new name TPACK has two meanings: First, they believe technology, pedagogy and content areessential building blocks for intelligent technology integration. Second, technology, pedagogy and contentshould be taking as an integrated whole for helping teachers take advantage of technology to improvestudent learning (Thompson, Mishra, 2007). TPACK refers to the complex interrelationship between ateacher’s technology use, instructional methods, and understanding of the subject matter (Mishra & Koehler,2006). TPACK includes understanding and negotiation of the relationships among the knowledge oftechnology, knowledge of pedagogy, and knowledge of content (Niess, 2008).Technological pedagogical content knowledge is the intersection of all the knowledge of technology,pedagogy and content. However, it is not the simple collection of the knowledge of these three domains,and the understanding of this knowledge is not the understanding of technology, content, or pedagogy inisolation, but rather as a form that understands how all these three kinds of knowledge interact with eachother.
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2.2 Previous Study about the TPACK and Self-Efficacy Abroad
Pedagogical knowledge (PK): Pedagogical knowledge (PK) is deep knowledge about the processesand practices or methods of teaching and learning and how it encompasses (among other things) overalleducational purposes, values and aims (Mishra & Koehler, 2008). This type of knowledge included studentlearning, classroom management, lesson plan development and implementation, student evaluation,techniques or methods to be used in the classroom. As such, pedagogical knowledge requires anunderstanding of cognitive, social and developmental theories of learning and how they apply theseknowledge to students in their classroom (Mishra & Koehler, 2008). Pedagogical knowledge refers to themethods and processes of teaching and includes knowledge in classroom management, assessment, lessonplan development, and student learning (Schmidt et al., 2009).
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Chapter Three Theoretical Framework ......... 16
3.1 Constructivism ........ 16
3.2 TPACK........ 17
3.3 Social Cognitive Theory ..... 20
3.5 The Theoretical Framework of This Research........ 21
Chapter Four Research Design ......... 22
4.1 Research Questions....... 22
4.2 Research Methods......... 22
4.3 Participants........ 22
4.4 Instruments........ 23
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