International Journal of Research and Innovation in Social Science (IJRISS) |Volume VI, Issue XII, December 2022|ISSN 2454-6186
Vivian C. Peligro
Agusan del Sur State College of Agriculture and Technology, Bunawan, Agusan del Sur, Philippines
Abstract: – TPACK is a dynamic and transactional relationship between content, pedagogy, and technology. It is vital for good teaching with technology to understand the mutual relationship between the three components taken together to create suitable, context-specific, strategies and representations. The purpose of the study is to evaluate the level of technology pedagogy and content knowledge of pre-service science teachers. The respondents were the 428 pre-service science teachers from the different higher education institutions in Caraga Region. Results showed that the overall mean score of the level of technology pedagogy and content knowledge (TPACK) of the pre-service science teachers was low (4.11). Moreover, technological knowledge (TK) obtained the highest mean score of 5.19 while technological pedagogical and content knowledge (TPACK) was the lowest (3.18). It implied that the pre-service science teachers have insufficient training and practice to include technology in their instructions. Further, there are two (2) models that predict the TPACK of the pre-service science teachers namely: (Model 1) TPACK = f(TK) and (Model 2) TPACK = f(TK + PCK). TK influenced the TPACK in model 1 while TK and PCK influenced the TPACK in model 2. TK and PCK showed a positive relationship to TPACK. Hence, to have an effective network between technology, pedagogy, and content in teacher education programs, it is hereby recommended the inclusion of professional development in the curriculum of the preservice teachers through the conduct of capability training and hands-on exposure to acquiring additional knowledge in integrating technology in the classroom instructions within their content areas.
Keywords: education, integration, preservice, teachers, technology, TPACK
I. INTRODUCTION
Teaching is a complex practice that requires an intertwining of numerous kinds of a specialized body of knowledge. It requires teachers to apply complex knowledge structures across different cases and contexts. Teachers need to continuously change and evolve understanding to practice expertise in an enormously complex and dynamic classroom setting. Teachers also viewed teaching with technology is complicated with the consideration of the challenges brought by the newer technologies (Koehler et al., 2013).