MEASURING INDONESIAN EFL TEACHERS' TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE IN THE POST-PANDEMIC ERA: DO DEMOGRAPHICAL ISSUES MATTER?

: This research aimed to measure Indonesian EFL teachers' Technological Pedagogical Content Knowledge (TPACK) in the post-pandemic era. EFL teachers must have balanced technological knowledge, pedagogical knowledge, content knowledge, technological pedagogical knowledge, pedagogical content knowledge, technological pedagogical content knowledge, and web content knowledge since the Covid-19 pandemic has altered mainstream educational practices. Face-to-face instruction has shifted to online instruction, affecting EFL teachers' TPACK. The researcher hypothesized a significant difference in gender, age, and length of teaching experience in Indonesian EFL teachers' TPACK, particularly during online learning. The participants of this study were 24 Indonesian EFL teachers from 22 different schools and affiliations. An adopted TPACK questionnaire was administered to measure the Indonesian EFL teachers' TPACK during online learning. It consists of 25 total items. The data were calculated using SPSS version 26 software to determine each datum's U-value, mean, and standard deviation. This research revealed no significant difference in all aspects of TPACK based on the EFL teachers' gender. Moreover, there was no significant difference in the five aspects of TPACK based on the five age categories, except in Content Knowledge (CK). Furthermore, there was also no statistical difference in all aspects of TPACK based on the EFL teachers' length of teaching experience. However, age and teaching experience, particularly, contribute to shaping the Indonesian EFL teachers' level of TPACK.

As we have known that the covid-19 pandemic has altered mainstream educational practices, and face-to-face instruction has been shifted to online instruction (Ayu & Pratiwi, 2021). Schools are pushing to implement distance education or online learning, e-learning, distance education, correspondence education, external studies, flexible learning, and wideopen online courses (Mohd & Shahbodin, 2021). The Ministry of Education and Culture review findings revealed that online learning between teachers and students is highly effective, mainly when changes occur in a short time. Students understood online learning materials in 33.51 percent of cases; 30.90 percent understood the material well, and 5.64 percent understood the subject. According to the evaluation results, 25.34 percent of students believed teachers could give course material online, 45.56 percent delivered the material well; and 15.84 percent gave the material exceptionally well (Hamid et al., 2020). It is inevitable that educators use a blended learning and employ a web-based technology in all subjects including EFL As a result, information and communication technology (ICT) plays a pivotal role in supporting online instruction (Kavanoz et al., 2015b;Ringotama, 2020;Valtonen et al., 2015a). Current advances in computer and information technology, as well as the widespread availability of PCs, productivity software, multimedia, and network resources, have prompted the creation and implementation of new and innovative teaching methodologies (Kavanoz et al., 2015a). Innovative technologies and learning management systems for teaching, learning, and assessment have advanced by giving a working solution for educators and allowing policymakers to apply information technology to cover coursework during this time (Yusnilita, 2020). Thus, it is inevitable to promote learning through web-based technology in all courses
Teachers are grappling with a new generation of pupils who have grown up with technology as an ever-present tool (Tondeur et al., 2017a). Teachers must be proficient in all three types of information. However, more significantly, they must be able to combine all three types of knowledge for technology integration to occur in Education (Tondeur et al., 2017b). Integration of technology and efficient use of the internet into the teaching-learning processes is unavoidable in the age of technology and the internet. However, insufficient access to technology, a lack of time, and a lack of technical skills have all been mentioned as reasons teachers need to feel prepared to use technology in their classes (Tondeur et al., 2012).
The integration of ICT into instruction is widely-known as TPACK. (Koehler et al., 2013) claimed that TPACK is a form of emergent knowledge that encompasses all three "core" components (content, pedagogy, and technology). These seven categories are briefly defined as follows: 1) Content knowledge (CK) is teachers' knowledge about the subject matter to be learned or taught. In the case of science, this would include knowledge of scientific facts and theories and evidence-based reasoning (Koehler et al., 2013b).
2) Pedagogical knowledge (PK) is teachers' deep knowledge about the processes and practices or teaching and learning methods. It includes knowledge about techniques or methods used in the classroom, the nature of the target audience, and strategies for evaluating student understanding (Koehler et al., 2013b). 3) PCK is consistent with and similar to Shulman's idea of knowledge of pedagogy that applies to specific content. PCK covers the core business of teaching, learning, curriculum, assessment, and reporting (Koehler et al., 2013b). 4) Acquiring TK enables a person to accomplish various tasks using information technology. This conceptualization of TK does not posit an "end state" but instead sees it developmentally as evolving over a lifetime (Koehler et al., 2013b). 5) TCK is an understanding of how technology and content impact and constrain one another. Teachers must be able to master more than just the subject matter they teach; they must also be thoroughly aware of how the subject matter (or the types of representations that can be generated) can be altered by using specific technologies (Koehler et al., 2013b). 6) TPK is a knowledge of how teaching and learning might change due to using specific technologies in specific ways. This process includes understanding the pedagogical benefits and drawbacks of various technological instruments concerning disciplineand developmentally appropriate educational designs and tactics (Koehler et al., 2013b). 7) TPACK is a form of emergent knowledge that encompasses all three "core" components (content, pedagogy, and technology). Knowledge of technological pedagogical content develops from interactions between content, pedagogy, and technology knowledge (Koehler et al., 2013b).

Design
This quantitative research design measured the Indonesian EFL teachers' Technological Pedagogical Content Knowledge (TPACK), across gender and length of experience during online learning. The researcher hypothesized a significant difference in gender, age, and length of teaching experience in Indonesian EFL teachers' TPACK, particularly during online learning.

Participant
The participants of this study were 24 Indonesian EFL teachers comprising both males (n=9) and females (n=15) from 22 different education levels, ranging from junior up to higher Education in both urban and suburban areas. The participants' age ranged from 26-35 years old (n=6), 36-45 years old (n=13), and 46-55 years old (n=5). In terms of teaching experience, the participants were divided into five groups: 1-5 years (n=3), 6-10 years (n=7), 11-15 years (n=8), 16-20 years (n=2), and above 20 years (n=4). Therefore, the entire sample (N = 24) participated in the quantitative stage, and 30 participants volunteered to participate in the qualitative stage. In addition, convenience sampling was employed to recruit all participants, which means they were selected based on availability.

Instrument
An online questionnaire developed by (Bagheri, 2020) was employed to collect the data for this research. It consists of 34 questions based on the research variable of this study.
Three questions demand demographic information about gender, age, and teaching experience. Thirty-one 7 Likert-scale questions were demanding information on EFL teachers' TPACK comprising five items of TK, three items of CK, six items of PK, two items of PCK, four items of TPK, six items of TPACK, and five items of WCK. Each item is classified into Agree, and 7: Strongly agree (Bagheri, 2020b).

Data Collecting Technique
These data are collected and analyzed by using statistical methods. The online questionnaire was designed to collect the data for this research. We managed 34 questions based on the research variable of this study. Three questions demand demographic information about gender, age, and teaching experience. Thirty-one 7 Likert-scale questions are demanding information on EFL teachers' TPACK comprising five items of TK, three items of CK, six items of PK, two items of PCK, four items of TPK, six items of TPACK, and five items of WCK. Each item is classified into 1: Strongly Disagree, 2: Disagree, 3: Slightly Disagree, 4: Undecided, 5: Slightly Agree, 6: Agree, and 7: Strongly agree.

RESULT AND DISCUSSION
This chapter is devoted to presenting the results and findings of the research and their discussion. It is divided into two main sections. The first section is about the research finding, and the second section is the discussion which explains the researcher's response to the findings. This study involved descriptive quantitative research. Therefore, the researcher used an adopted TPACK questionnaire as the instrument to accomplish the result.

Gender and Technological Knowledge (TK)
The purpose of this section is to answer the first research question. The first question reads:" Is there any difference in TPACK levels among Indonesian EFL teachers concerning gender? A series of Mann-Whitney U Tests were conducted to examine if male (n=9) and female (n=15) EFL teachers differed in TPACK. It revealed no significant difference in the Technological Pedagogical Content Knowledge (TPACK) levels of male Indonesian EFL teachers with their gender. A more detailed statistical analysis is shown in the following

Age and Technological Pedagogical Content Knowledge (TPACK)
This section aims to answer the second research question. The second question reads:"

Teaching Experience and Technological Pedagogical Content Knowledge (TPACK)
This section aims to answer the third research question. The third question reads:" Is there any difference in TPACK levels among Indonesian EFL teachers concerning their teaching experience? A series of Kruscall-Wallis tests were conducted to examine if EFL teachers taught 26-35 years (n=6), 36-45 years (n=13), and 46-55 years (n=5) differed in TPACK levels. It revealed no significant difference in the Technological Pedagogical Content Knowledge (TPACK) levels in their teaching experience. A more detailed statistical analysis is shown in the following table:  These values are not significant at the 0.05 level, indicating no significant difference in Technological Pedagogical Content Knowledge (TPACK) with teaching experience exists. In addition, the effect sizes calculated for the above significant differences are TK (.60), indicating a large effect of teaching experience on TK; CK (.51), indicating a significant effect of teaching experience on CK; and TPK (.33), indicating a medium effect of teaching

Discussion
This research aimed to measure Indonesian EFL teachers' TPACK in the postpandemic era, particularly regarding demographical issues, such as gender, age, and teaching experience. The statistical findings indicate that overall there is no significant difference in EFL teachers' TPACK' levels concerning their gender, age, and teaching experience. This evidence adds to the consistent findings of past research on the relation between demographical issues such as gender and age and TPACK levels (Bağcı & ATAR, 2019b;Castéra et al., 2020b;Khan & Pattern, 2018b;Redmond & Peled, 2018b;Schmid et al., 2021b;Süzük & Akınci, 2021b;Teo, 2008b). However, this finding does not support past research, which suggested significant differences in computer attitudes by gender (Markauskaite, 2006b;Raman, 2014b). Another notable finding was that gender has a minimal effect on Indonesian EFL teachers' TPACK' levels. Meanwhile, age still has a medium to an enormous effect on Indonesian EFL teachers' TPACK levels. Moreover, age and teaching experience have proven to be the demographical issue contributing to the most considerable effect on Indonesian EFL teachers' TPACK. This evidence supports previous research on the relationship between teaching experience to TPACK levels (Chen, 2014;Ifinedo et al., 2020;Özgür, 2020;Tondeur et al., 2017b). One possible explanation for these findings is that teachers' positive attitude toward incorporating ICT related to their length of teaching experience and greater access to ICT contribute to the more prominent effect on TPACK levels. Therefore, it supports the previous research on the relationship between EFL teachers' positive attitudes toward the use of ICT (Farjon et al., 2019;Mare et al., 2019;Martinovic & Zhang, 2012;Sadaf et al., 2012b;Scherer et al., 2018b;Valtonen et al., 2015b).

Syafi'i &Anam
TPACK is a multi-dimensional construct that can provide EFL teachers with a framework to address technology integration in instruction. The results from this study indicated that the TPACK survey was reliable and valid. Practical implications resulting from the findings of this study are employing TPACK as a framework for decision-making. It also implies that a teacher program provides better guidance for preservice teachers toward understanding the holistic concept of pedagogy, content, and technology and thus eventually improving the teaching and learning process. However, several participants and affiliations in this research are limited and less representative of urban and suburban areas. Therefore, further studies involving more excellent participants and representative affiliation are endorsed to gain a more representative result of the research.

BIO-PROFILE:
Ahmad Syafií holds his Bachelor of Arts (in English Education) from Universitas Nusantara PGRI Kediri and his master's degree in ELT from Universitas Islam Malang. He is now pursuing his English Education doctoral degree at Universitas Negeri Surabaya. His expertise is in ELT, CALL, MALL, Writing, and Professional Development. Corresponding email: ahmadsyafii20@gmail.com