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4.5 The Pilot Study ....... 26
4.5.1 Validity Analysis ...... 26
4.5.2 Reliability Analysis ........ 28
4.6 Data Collection ....... 29
Chapter Five Results and Discussions .... 30
5.1 The English Teachers’ TPACK ...... 30
5.2 English Teachers’ Self-Efficacy of Technology Integration..... 32
5.3 Relationship between English Teachers’ TPACK......... 34

Chapter Five Results and Discussions

5.1 The English Teachers’ TPACK
To answer the first question, descriptive analysis of TPACK was needed. And the scores were alsofrom 1 to 5, 5 meant the high level of Technological Pedagogical Content Knowledge, and 1 meant the lowlevel of TPACK. The detail of each component of TPACK was discussed following according to table 7. According to the analysis results, the scores of the English teachers’ TPACK ranged from 3.09 to 3.73,the average score was 3.39. As the average score was lower than median, thus the English teachers were notconfident about their TPACK level. Among these seven parts, the English teachers seemed to have highPedagogical Knowledge (PK, 3.73), which was the highest one in these seven parts. This showed that thesehigh school English teachers had profound knowledge of the educative process and methodology ofteaching and learning. Based on their knowledge of pedagogy, they were able to contribute to students’learning, manage the English classroom, apply appropriate teaching methods, create harmonious Englishstudying environment and conduct student assessment.
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Conclusion

Teachers’ self-efficacy of technology integrationis the teachers’ beliefs about their ability of technology integration, and outcome expectancy can beregarded as incentives to technology integration. Thus the careful understanding of the relationship betweenTPACK and self-efficacy about technology integration could help the teachers find correct motivation tostrengthen their technology integration thus enhance their level of TPACK.Firstly, the investigation from chapter five told us these high school English teachers TPACK isrelatively high, the mean of TPACK level is 3.50, which is higher than the total mean 3.39. But it is onlyrelatively high, because the maximum score of every item is 5. Among the seven parts of TPACK, thehighest one is PK, which accords with the reality of in-service teachers, but the CK which is expected to bethe highest one, is slowly lower than PK, thus the in-service teachers’ PK is higher than the level of theirCK. The level of TK is the lowest one among the seven parts of TPACK. It reflects there is big problem inteachers’ technology knowledge; all the teachers need to attend some training about technology knowledge,and the teachers need to form their own approach of learning TK which would in turn impact thedevelopment of TPK and TPCK which are the foundation of technology integration. But there are so manyfactors affect the acquisition and application of technology knowledge, firstly, the technology is continuallydeveloping, so it is difficult for teachers to catch up with the development of technology. Secondly, theequipment of the school also hinders the teachers’ application of technology, they may have the knowledgeof technology, but they can’t apply them effectively. All these factors will result in low level of technologyknowledge.
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