The knowledge needed for ICT implementation The TPACK model Schulman (1987) proposed in the Pedagogical and

Content Knowledge (PCK) model that there is a certain domain of knowledge including an understanding of both pedagogy and the context in which it is taught. Based on the PCK model Mishra and Koehler (2006) added technological knowledge (TK) as a set of skills that must be learned for teaching with ICT. The relationship among the three kinds of knowledge (technological knowledge, pedagogical knowledge and content knowledge) forms the basis of Technological Pedagogical and Content Knowledge (TPACK). These three kinds of knowledge are described below with examples in English teaching : Knowledge Technological knowledge (TK) Descriptions The skills that require the use of particular ICT, such as computers, the Internet and multimedia, in teaching and learning activities. It refers to techniques or methods of teaching and strategies for evaluating student understanding. Example in English teaching The use of Web 2.0 provides students with authentic language usage environment.

Pedagogical knowledge (PK)

Group discussion on current events enhances studentcentred approach by allowing more student autonomy in learning process. The knowledge of grammar and writing of various genres.

Content knowledge (CK)

The mastering of major facts, concepts and relationships within a particular field. It can be independent of the methods or strategies to teach (Cox, 2008), i.e. the Pedagogical knowledge.

Table XXX : TK, PK and CK (Shulman,1987; Mishra & Koehler, 2006)

The combinations of any two of the knowledge form a specific kinds of knowledge : Pedagogical content knowledge (PCK), Technological pedagogical knowledge (TPK) and Technological content knowledge (TCK). They are shown in the table below : Knowledge Pedagogical content knowledge (PCK) Descriptions PK + CK The combination of the knowledge of teaching method and strategies, and the subject knowledge and concepts to be taught. TK + PK Knowledge of the various technologies, which can be integrated and used in teaching and learning settings. Example in English teaching Design an interview activity with the concept of projectbased learning to develop the speaking skills of the students.

Technological pedagogical knowledge (TPK)

The use of networked tablet copters to enhance studentcentred learning environment were students are free to express themselves by texting through the network. The use of Audacity, a sound editing software, to prepare teaching material used in listening and speaking lessons.

Technological content knowledge (TCK)

TK + CK The awareness of the available technology, the skills to use it, and the understanding its effects within the teaching content of the subjects.

Table XXX : PCK TPK and TCK (Shulman,1987; Mishra & Koehler, 2006) Teachers who possess only part of these kinds of knowledge are not capable of implement effective ICT integration. For example, teachers with only technical knowledge may over-emphasize the technical aspect of ICT but overlook the process of teaching and learning. The case studies carried out by Figg and Jamani (2011) reveals that 'teaching with technology that results in meaningful learning for students occurs when teachers demonstrate strong teacher knowledge of more than just technical skills'(p.1238). TPACK forms the basic range of knowledge requirement for teachers to step forwards ICT implementation, and therefore forms the basic design of ICT training for teachers. This notion is supported by the findings of the project

carried out by Peeraer and Van Petegem (2012) who find that 'all trainees who took part in the input training on TPACK felt very confident and knowledgeable about the interplay between technology and pedagogy' and their 'use of ICT for teaching practice increased and improved significantly' (p.1051). The UNESCO framework Aiming to provide guidelines for planning teacher education programs and offering training courses, UNESCO (2011) introduces the UNESCO ICT Competency Framework for Teachers (ICT-CFT). The framework is arranged in a '3 approaches 6 components' structure with a total of 18 modules, as shown in table XXX.

Approaches Technology Literacy Components Understanding ICT in Education Curriculum and Assessment Pedagogy Policy awareness

Knowledge Deepening

Knowledge Creation

Policy understanding Knowledge application Complex problem solving Complex tools Collaborative groups Manage and guide

Policy innovation

Basic knowledge

Knowledge society skills Self management

Integrate technology Basic tools Standard classroom Digital literacy

ICT Organization and Administration Teacher Professional Learning

Pervasive tools Learning organizations Teacher as model learner

Table XXX : The UNESCO ICT Competency Framework For Teachers (UNESCO,2011, p.3) The knowledge to be developed by training programs

These models provide a comprehensive view on the kinds of knowledge that teachers need for ICT implementation. Nevertheless, these models can only be considered as guidelines for the design of teacher training programs. They are so inclusive that they may help in a wider scope, such as policy making, but not precise enough for training program designs. As Angeli and Valanides (2009) argued that the 'boundaries between some components of TPCK (TPACK) are fuzzy indicating a weakness in accurate knowledge categorization' and it 'does not make explicit the connections among content, pedagogy, and technology' (p.157). To provide effective training, the characteristics of teacher trainees and the school contexts should be addressed for every individual training program. As Hennessy et al (2010) stated : 'The literature describes the kind of skills teachers may need when integrating ICT in new student-centred learning approaches. However, identifying which competencies each teacher needs to acquire is far from simple, as this depends very much on the circumstances of their particular school. Personal teaching styles also play a major role. Again, "one size fits all" does not usually work' (p.43).