An Action Learning Program For Technology Integration In EFL Classes Research Friday, November 16th Start Time: 11:30 End Time: 12:00 Auditorio Jaime Baeza, Edificio Empreudec Finita Dewi Universitas Pendidikan Indonesia, Indonesia finita@upi.edu ABSTRACT The utilization of technology in language classroom in Indonesia is still limited to its usage as learning resources. Thus, technology tends to be underused and less utilized in supporting EFL students’ learning process. In Indonesia context, teachers are demanded to master and utilize ICT in teaching and learning process as one of the indicators of their professional competences. In addition, the 2013 National Curriculum also stated that one ot the graduate competency standard for students is that students should have the knowledge and skill on utilizing technology for personal and academic purposes. In response to this demand, there is an urgent needs for teachers to have technological pedagogical and content knowledge in order to integrate technology appropriately into language classroom. Despite the increasing number of studies in technology integration, little has been done to investigate EFL teachers’ knowledge and skill in technology integration. The purpose of this study is to investigate the extent to which the Technology-Supported English Language Teaching Professional Development (TSELT PD) program which is based on the TPACK framework from Mishra & Koehler (2008) could enhance the secondary in-service English teachers’ knowledge and skill in planning and implementing technology integrated English lesson. Using qualitative study approach in the framework of action learning, this study involved three secondary EFL teachers in Bandung, Indonesia. Participants were selected through Technology Knowledge survey. The data source of this study were taken from 1) Survey of teachers’ TPACK before and after the TSELTPD program, 2) teachers’ lesson plan, 3) classroom observation, and 4) teachers’ discussion during the lesson design process. There were three stages of data collection procedures, among others are 1) survey of teachers’ TPACK, 2) TSELT PD Workshop, and 3) Classroom implementation. The result of the study shows the development of teachers’ TPACK in planning and implementing technology-integrated English lesson in their English classes.
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