Teachers today are required to develop flexible teaching models based on their perceptions, applications, and combinations of various emerging technology resources. This study aimed to identify core teaching patterns of two E-mentors with different TPCK level and to explore the characteristics of their teaching journey in an online English Teaching environment. Through the constant comparative analysis of various data collected, the researcher explored English E-mentors¡¦ teaching patterns of their online English teaching process and identified core categories that depicted two English e-mentors online teaching journey. Last, the researcher summarized the results and brought up related suggestions. ¡@The conclusions of this study were: 1.In this study, researcher combines the concept of time line with E-mentors¡¦ teaching patterns, and it would be marked by three stages- early, middle, and final. In the early stage, E-mentors use the content of online learning platform as their main teaching materials. Besides using the content of the online learning platform, E-mentors also add multiple teaching methods and self-made teaching materials in the middle stage. In the final stage, E-mentors turned to guidance teaching approach to match students¡¦ learning problems. 2.The eight core concepts of both E-mentors¡¦ teaching were the e-learning system resources, Skype, extra resources, learning experiences, technological skills, environmental constructions, and attributions of responsibility belongs to eight core concepts what E-mentors used during the teaching patterns. 3.The E-mentors¡¦ teaching beliefs, experiences, and students¡¦ learning situation were factors which informed the eight core concepts and characters. 4.The materials and approaches E-mentors utilized during the teaching patterns were divided into virtual type and non-virtual type. 5.Two E-mentors technological knowledge, pedagogical knowledge, and content knowledge reflected formed complex interplay during their teaching process. 6.Applications of teaching resources, the inheritance of learning skills, and transmitting teaching affection contributed to the two E- Mentors¡¦ portraits of their online teaching journey. According to the findings, the researcher provided both investigative and practical suggestions and recommendations for further investigations.

The aim of this study was to examine first year teachers' experiences incorporating instructional technology into their teaching through the lens of Technology-Pedagogical Content Knowledge. Technology-Pedagogical Content Knowledge is a fairly new concept drawn from the concept of Pedagogical Content Knowledge, originating with Shulman. Participating teachers were graduates of a Southwestern University's College of Education laptop initiative that required all College of Education students to purchase a laptop. The laptop was used throughout their pre-service teaching course work. The first graduating cohort of this initiative was surveyed during their first full year of teaching. Ten of those surveyed then participated in interviews and journal writing related to their technology integration experiences. Results indicated that for the most part these new teachers are not facing access and support related barriers to technology use, though time constraints are still an issue. Results also indicated that the teachers are using technology in their instructional activities, and are continuing to grow in their technology integration skills. The basis in technology use from their College of Education combined with the technology-supportive school atmosphere in which they teach appears to be an environment that is fostering teachers who are willing to experiment with technology integration and are planning how to integrate it more in the coming school year. Their understanding of the connections between technology, content and pedagogy, their t-PCK, are developing and transforming. Impact on the field includes a greater understanding of how teachers come to design lessons for technology integration as well as a greater understanding of how graduates from teacher preparation programs with an emphasis on technology integration are able to apply their skills upon entering the teaching field. / text