Lynie M. Pino (Author)
Abstract
The utilization of technology for educational purposes is not a recent development; it can be traced back to the early era of television, when ambitious initiatives aimed at transforming the educational experience for students were first formulated. This study investigated the Technological Pedagogical and Content Knowledge (TPACK) of teachers and proposed an ICT integration training program based on the findings. It examined the teachers’ profile, including age, academic rank, educational background, ICT training, and teaching experience, as well as school profile in terms of ICT facilities and support for ICT training. The study revealed that most teachers exhibited very high TPACK levels, irrespective of age, position, education, training, or experience. It was also found out that female teachers tend to demonstrate higher pedagogical knowledge. Interestingly, findings disclosed that sharing of resources among teachers could enhance their TPACK competencies, particularly for those facing challenges with ICT integration. The study recommended a training program to enhance TPACK, considering gender differences among teachers. It also proposed projects to improve internet connectivity in schools, which could potentially enhance teaching and learning processes. These findings underscored the importance of considering gender-specific needs and the benefits of collaborative resource-sharing in professional development programs aimed at enhancing TPACK through ICT integration.
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Keywords: TPACK, ICT, Training Program