1 Ijams March 2023 111 123

INTERNATIONAL JOURNAL OF ADVANCED MULTIDISCIPLINARY STUDIES
IJAMS Volume III, Issue 3 March 2023, eISSN: 2799-0664
TPACK of Basic Education Teachers: Basis for

Extension Program Development
ABRAHAM B. BAYRON JR.
Jose Rizal Memorial State Univesrsity – Katipunan Campus
[email protected]
Abstract — Basic education across globe is rapidly changing in many ways especially the
availability and easy way to access to digital information and communication technologies. Yet,
basic education teachers and their predominant classroom practices rather remained traditional
which seamlessly remained content focused, teachers’ directed, didactic instruction focused on
content delivery, and rule-centered of the pedagogy. Thus, this study aimed to determine the
Technological Pedagogical and Content Knowledge of Basic Education Teachers of Katipunan,
Zamboanga del Norte. The mixed quantitative and qualitative method of research was used with
the aid of the survey questionnaires. Findings revealed that most of the teachers were acquainted
in the TCK, TPK and TPACK. They were technologically inclined and were familiar with
incorporating technology in instruction and in their school–related jobs. However, the availability
of ICT laboratories, electricity, internet access and gadgets were so limited and became the major
hindrances in associating technology in their classes. There were few teachers who were also
illiterate in operating technology making them hesitant in using it. Hence, as partner institution,
JRMSU-Katipunan Campus through the College of Education will conduct programs (seminar,
workshp related to TPACK) to teachers. Government may provide sufficient computer
laboratories, allocate adequate budget relative to technological advancement and must formulate
teachers’ development program geared towards acquiring relevant technological pedagogical
content knowledge and skills.
Keywords — TPACK, Basic Education, Technology, Educational System, ICT
I. Introduction
The educational change brought about by technology, economic, and cultural forces in the
early twenty first century was speedily transforming the educational system globally. These
changes were substantially pronounced in the developed nations but their effect was also apparent
in the developing countries like the Philippines. Basic education across the world is rapidly
changing in many ways especially the availability and easy way to access to digital information
and communication technologies. However, basic education teachers and their predominant
classroom practices rather remained traditional in this era of rapid change which seamlessly
remained content focused, teachers’ directed, didactic instruction focused on content delivery, and
rule-centered of the pedagogy.
Hans and Akhter (2016) cited by Galleto et. al (2018) asserted that teachers entering the
educational workforce consistently reported minimal preparatory experiences without
technological integrated lessons or formal digital literacy development in educational setting. They
Copyright © 2023 IJAMS, All right reserved

111
further pointed out that, since teachers tend to teach as they were taught, the instructional
workforces were reasonably not prepared to meet the increasingly digital demands of the twenty
first century knowledge landscape. It was identified that these workforces were not able to meet
the digital skill expectations of prospective employers and students as well. In this connection, the
curriculum, teaching methodologies, tools and materials, teachers, students, and the school
community all need to evolve and change to meet the demands of today's world, in which
technology is undeniably important, (Simmons 2021). Hence, Handal et al. (2013) cited by Galleto
et al. (2018) stressed that teachers’ integration of technological skills into teaching and learning
needs to be appraised.
Accordingly, upholding high-quality teaching standards in schools is important to ensuring

that students are exposed to a curriculum that takes into account instructional affordances brought
by novel technologies (Cavanagh et al. in Handal et al., 2013 cited by Galleto et al. 2018) and
identifying current teachers’ information and communication technology learning and teaching
skills has strategic value for planning professional development programs at both the school and
systemic level (Handal et al., 2013 as cited by Galleto et al. 2018). Hans and Akhter (2016) added
that pupils today are no longer the target audience what educational system was designed to teach
but internet instant messaging, video games, video conferencing and networking formed a
substantial part of the native language of digital natives or net generation. Integrating Technology
in the learning process is very important in today's digital era so that educators do not only have a
component of content and pedagogical knowledge but also be have to be supported by the ability
to integrate both components with technology, (Agustin, R. R., liliasari, S., Sinaga, P., &
Rochintaniawati, D. 2019). Moreover, traditional education system barely engaged the minds and
aptitude of digital natives in the twenty-first century classrooms.
Given the rapid technological advances, this study is seen as critical to assist basic
education teachers of Katipunan, Zamboanga del Norte and policy makers in basic education of
the Department of Education and other concerned agencies. The study examined the nature of
technological pedagogical content knowledge (TPCK) of basic education teachers. Goos and
Bennison (2008) supported that investigating teachers’ skills with respect to the use of technology
for learning and teaching are crucial. In the end, the study expects to formulate teachers’
development program geared towards acquiring relevant technological pedagogical content
knowledge and skills. Saravanakumar AR, Paavizhi, K., and Palanisamy, P., (2019), said there
may be a need for Instructors and an institutional level, to select and clarify work truths where
technology and skills interact while understanding and communicating how technological
resources and strategies can engage students and improve student learning.

112
The study is designed to explore the technological pedagogical and content knowledge
(TPACK) among basic education teachers of Katipunan, Zamboanga del Norte. More specifically,
the study seeks to address the following research questions:
1. What is the nature of the basic education teachers’
1.1 Technological Content Knowledge;
1.2 Technological Pedagogical Knowledge; and
1.3 Technological Pedagogical Content Knowledge?
2. How do the schools’ instructional, curricular, and organizational factors affect the
integration of content, pedagogy and technology in basic education in the context of the TPACK
model?
Literature Review
The knowledge needed for teachers to use technology strategically in basic education
instruction is a topic that has recently gained much attention (Mishra & Koehler, 2006). TPACK,
described by Mishra and Koehler (2006), “represents a thoughtful interweaving of all three key
sources of knowledge, namely: technology, pedagogy, and content.” The TPACK framework
describes good teaching with technology by including the components of content, pedagogy, and
technology. Shulman’s (1986) idea of pedagogical content knowledge (PCK) is the basis for this
framework with the inclusion of the domain of educational technology. Technological pedagogical
content knowledge (TPACK) provides a useful framework for understanding teacher perceptions
and practices of technology integration into curriculum and pedagogy. To integrate technology
into their pedagogy and curriculum successfully, teachers must develop confidence in their
abilities to integrate technology in the classroom because the integration of technology affects how
students learn in the classroom.
TPACK for teaching with technology means that teachers should know how particular
concept might be taught with technology so that students understand the concept (Niess, 2005).
After Mishra and Koehler (2006) introduced their TPACK model, the framework has been widely
adopted for the planning of teacher information and communication technology (ICT) education
(Cox & Graham, 2009) and used as a theoretical underpinning for the development of surveys to
measure teachers’ TPACK. In terms of measurement, all of the instruments were focused on
teachers’ self-report and their perception on use of technology. Also, conducting research about
development and measuring of TPACK is an important and hard challenge. Since TPACK is a
complicated construct and comprises many components, measuring the effectiveness of TPACK
depends on the relationships of these components with each other (Koehler et al., 2011).
As a result of the complexity of TPACK, getting reliable and valid results after assessing
the TPACK is an important process. Researchers encounter some problems while they are

113
measuring the TPACK of teachers. They face different problems in each different measurement
tool of TPACK. Two main problems occurring during the measurement process are understanding
the effects of teachers’ domain knowledge on their current teaching practices and reliability,
validity concerns of TPACK measurement methods (Abbitt, 2011). So, researchers try different
methods to measure TPACK because of its dynamic characteristic. The definition of TPACK
concept looks like settled but it continues to be studied. Hence, most of the studies focused on the
definition of TPACK and developing instruments to measure it (Koh, Chai, & Tsai, 2010).
Moreover, many TPACK studies are conducted with pre-service teachers. Similarly, to a general
trend in TPACK studies in international arena, most of the studies focused on adapting surveys or
developing new ones to measure TPACK (Yurdakul et al., 2012).
It is for this reason that this study is going to be conducted to determine the
technological pedagogical content knowledge among the basic education teachers in Katipunan,
Zamboanga del Norte. In so doing, the proponent of the study could craft possible
recommendations as basis to aligning TPACK among the basic education teachers of the area with
their technologically literate pupils and students.
II. Methodology
This study employed the quantitative and qualitative mixed method of research. Survey
method of quantitative research with the aid of a questionnaire checklist was used to find out the
nature and magnitude of the basic education teachers’ technological content knowledge,
technological pedagogical knowledge, and technological pedagogical content knowledge. Written
interview was also conducted to provide qualitative data to qualify the link of the schools’
instructional, curricular, and organizational factors to the integration of content, pedagogy, and
technology in teaching in the context of the TPCK model. The study involved the basic education
teachers in Katipunan, Zamboanga del Norte. The questionnaire of the study consists of two parts.
The first section involves three scales, namely TCK, TPK, and TPCK, comprising a total of 30
items. The second section involves open-ended responses on the factors (instructional, curricular,
and organizational) to capture qualitative information about why basic education teachers might
find difficulty enacting their TPCK skills in the classroom. Frequency count and percent was used
to quantify the teachers’ technological content knowledge, technological pedagogical knowledge,
and technological pedagogical content knowledge. Percent was calculated by getting the frequency
of each category divided by the total number of cases.

114
III. Results and Discussion
The findings from the survey analysis are presented in this section. Majority of the
respondents obtained the highest frequency of 178 and it is within the indicator of “I can connect
with other colleagues and professional associations through online forums, Facebook, etc”. In
Technological Content Knowledge, the least frequency obtained is 60 within the indicator “I can
create own newsgroup, blog, or discussion site on the internet. The indicator, “I can compute
grades using the spreadsheets.” ranked second which gained a frequency of 174. On the other hand,
“TCK indicator, “I can use program that relates to my lessons.” got 3rd rank which garnered 153
respondents who are literate in operating programs that helped them making their lesson plans.
The frequency of the indicator, “I can create a multimedia presentation (e.g., PowerPoint) is 127
which places on the fourth rank. Looking further on table, 5th in rank is the indicator “I can create
charts/graphs using spreadsheets”, which gained a frequency of 126 meaning the basic education
teachers are most likely literate in doing school works in the multi-media.
Moreover, the “I can create a spreadsheet, graph, or chart (e.g., Excel) indicator”, is rated
the respondents as ranked 6 which has a frequency of 125. Out of the 217 respondents 100 of them
believed that they can use a simulation to model a real-life situation or set of data as shown on the
table and it is ranked 7th. The 96 respondents said that they know how to use programs like
illustrator as shown on the indicator “I can create a piece of art using application (e.g., Photoshop,
Illustrator) which gained a frequency of 96 which is rank 8. Ninth in rank has the frequency of 89
falls under the indicator “I can make a publication, like a newspaper, using a desktop publishing
program (e.g., PageMaker, Word). This implies that basic education teachers of Katipunan
Zamboanga del Norte are literate in the TCK. A wide range of technologies were used
appropriately by the teachers particularly in making their school–related jobs, but on the hand,
they still need some mastery of the operations of the technology advancement specially in creating
newsgroup, blog, or discussion site on the internet.

115
Table 1
The Technological Content Knowledge of the Basic Education Teachers of Katipunan

Zamboanga del Norte.
Percentage
Technological Content Knowledge Rank
(N=217)
1 I can create a multimedia presentation (e.g., PowerPoint) 58.5% 4th
2 I can make a publication, like a newspaper, using a desktop
publishing program (e.g., PageMaker, Word) 41.1% 9th
3 I can create own newsgroup, blog, or discussion site on the internet 27.6% 10th
4 I can create a piece of art using application (e.g., Photoshop,
Illustrator) 44.2% 8th
5 I can compute grades using the spreadsheets. 80.1% 2nd
6 I can create a spreadsheet, graph, or chart (e.g., Excel) 57.6% 6th
7 I can connect with other colleagues and professional associations
through online forums, Facebook, etc. 82.0% 1st
8 I can create charts/graphs using spreadsheets 58.0% 5th
9 I can use a simulation to model a real-life situation or set of data 46.0% 7th
10 I can use program that relates to my lessons. 70.5% 3rd
Table 2 shows Technological Pedagogical Knowledge of the basic education teachers of

Katipuana Zamboaga del Norte. As presented that most of the respondents got the maximum
frequency of 195 falls under the indicator “I can guide students in creating their own multimedia
presentations.” On the other hand, the lowest frequency as shown in the table is gained by the
indicator “I can use technology to appraise educational websites and software for usefulness and
quality.” Second in the rank in the TPK is the indicator “I can use mobile devices (e.g. iPad,
smartphone) in teaching.” Which has a frequency of 189. Going on the table also revealed that the
indicator “I can use technology to develop students’ research skills.” gained a frequency of 187
which rank 3rd. Fourth in rank is the indicator, “I can teach a concept using an interactive
whiteboard”, which has a frequency of 186. Fifth in rank in TPK is under the indicator “I can use
technology to provide students with alternative forms of assessment.” which got a frequency of
185. Other respondents also said that they can engage students in collaborative learning through
wikis, and it obtained a frequency of 182 and placed on the 6th rank. Further, the table shows that
respondents use technology to engage students in critically analyzing online texts or images. for it
has a frequency of 181 and it is rank 7th.
However, out of 217 respondents 179 of them attested that they can deal with cyberbullying
and cybersafety issues. Teacher are known to be resourceful and flexible that’s why in the indicator
“I can create a WebQuest to deliver a curriculum unit” is ranked 9 which rated by the 167

116
respondents. The result denotes that Basic Education Teachers used technologies to deliver their
lessons, but they still have to upgrade their knowledge in technologies and pedagogies to help
improve the students learning. Although they are literate in integrating technology in pedagogy
but still, they need to rethink innovative ways of using technologies to customize pedagogical
purpose.
Table 2
The Technological Pedagogical Knowledge of the Basic Education Teachers of Katipunan

Zamboanga del Norte
Percentage Rank
Technological Pedagogical Knowledge
(N=217)
1 I can use technology to develop students’ research skills. 86.1% 3rd
2 I can teach a concept using an interactive whiteboard. 85.7% 4th
3 I can create a WebQuest to deliver a curriculum unit. 85.2% 9th
4 I can use mobile devices (e.g. iPad, smartphone) in teaching. 87.0% 2nd
5 I can engage students in collaborative learning through wikis. 83.87% 6th
6 I can guide students in creating their own multimedia presentations. 89.86% 1st
7 I can deal with cyberbullying and cybersafety issues. 82.48% 8th
I can use technology to provide students with alternative forms of
8 76.95% 5th
assessment.
I can use technology to engage students in critically analyzing online
9 83.41% 7th
texts or images.
I can use technology to appraise educational websites and software
10 73.27% 10th
for usefulness and quality.
Table 3 presents the Technological Pedagogical and Content Knowledge of the basic
education teachers of Katipunan Zamboanga del Norte. It is shown that majority of the respondents
obtained the highest frequency of 208 and it is within the indicator of “I assist students to enhance
and develop their multiple intelligences”. It is seen also that the indicator “I demonstrate lessons
through learning objects (e.g., animations, simulations, online applications)” got the least
frequency gained which is 148. On the other hand, the indicator “ I elaborate and present lessons
in a varied way.” is second in rank with a frequency of 205 followed with the indicator “ I integrate
lessons with other Key Learning Areas (e.g., English, Arts, Science, History, etc.)” having the
frequency of 204 and placed on the 3rd rank then next is the indicator “ I promote substantive
student communication in variety of lessons (e.g., class discussion on multiple methods in
acquiring learnings)” gaining a frequency of 193 falls on 4th rank.
Moreover, the indicator “I incorporate authentic tasks in the learning of lessons” is rank 5
having a frequency of 187 and followed by the indicator “I collect, analyze and interpret data to
make informed judgements.” placed on the 6th rank obtaining a frequency of 167. The indicator of

117
TPACK which is “I supplement students’ learning through digital tools (e.g., audio/video,
recording, etc.)” is placed on 7th rank having the frequency of 163 and followed by the indicator
“I identify trends and patterns to predict possibilities.” with a frequency of 160 which garnered the
8th rank and lastly the indicator “I engage students in collaborative group activities through aid of
ICT.” Is 9th in rank having the frequency of 159. It implies that Basic Education Teachers
demonstrated on how a particular technology enhances their teaching and learning and they are
literate looking for varied ways in using technology in all aspects that will suit to the context and
its purpose.
Table 3
The Technological Pedagogical Content Knowledge of the Basic Education Teachers of

Katipunan Zamboanga del Norte
Percentage
Technological Pedagogical Content Knowledge Rank
(N=217)
1 I supplement students’ learning through digital tools (e.g.,
75.11% 7th
audio/video, recording, etc.)
2 I collect, analyze and interpret data to make informed judgements. 76.95% 6th
3 I identify trends and patterns to predict possibilities. 73.73% 8th
4 I elaborate and present lessons in a varied way. 94.47% 2nd
5 I integrate lessons with other Key Learning Areas (e.g., English,
94.0% 3rd
Arts, Science, History, etc.)
6 I assist students to enhance and develop their multiple intelligences 95.85% 1st
7 I demonstrate lessons through learning objects (e.g., animations,
68.20% 10th
simulations, online applications)
8 I incorporate authentic tasks in the learning of lessons 86.17% 5th
9 I promote substantive student communication in variety of lessons
88.94% 4th
(e.g., class discussion on multiple methods in acquiring learnings)
10 I engage students in collaborative group activities through aid of
89.86% 9th
ICT.

118
Table 4
Significant Difference among TCK, TPK and TPACK
Source of Variation Ss df MS F p-level F crit

Between Groups 20, 536.22 2 10, 268.11 13.59 0.00011 3.40283
Within Groups 18, 135.78 24 755.66
Total 38,672 26
* significant
The F–computed value of 13.59 exceeded the F-Critical Value of 3.40283 which leads to
the rejection of the null hypothesis. This implies that there is a significant difference among TCK,
TPK and TPACK of the Basic Education Teachers of Katipunan Zamboanga del Norte.
The respondents were interviewed and the consolidated answers are presented as follows:
There were several instructional difficulties associated with teaching and learning issues
emerging from integrating content, technology, and pedagogy in the classroom. In the rise of
modernization, several applications came to surface to suffice the need of convenience. However,
although these have been introduced to us for many years, over and over again, teachers find it
difficult to directly integrate it to their daily lessons. In fact, the respondents of the study
enumerated various deterrents to begin with. The use of excel, PowerPoint and the like became a
trend in almost all professional teaching areas.
However, there were respondents mentioned that one of their difficulties in assimilating
these means is their lack of knowledge in operating and using these applications. Also, video
presentation, pictures, and the use of multimedia presentation is regulated, because of the lack of
gadgets and internet connection as well. There were areas wherein internet connectivity is perhaps
limited or deteriorating, it hinders teachers to integrate what is sought in the digital world. Editing
charts, inputting mathematical signs, and explaining concepts, are hindrances as they stepped into
the course of pedagogical approach through the use of technology. It is undeniable that
modernization has paved its way to us in a most vast way. However, there were respondent finds
this pragmatic, and said that exposure to gadgets of these students during class hours can actually
hinder their holistic development, and more often than not they are prone to damages.
True enough that technology teaches us to be creative and resourceful. It offers various
alternatives and initiatives. However, with all these being available at our seats, we tend to not
exercise our literacy to it. There were actually respondents who conceded to the fact that they were
not computer literate, and have lacked knowledge on utilizing it. In fact, they find it difficult to
integrate ICT to all subject areas, and admits that teachers are not well equipped to handle this
advancement. Many researchers are not aware of freely available online tools and guides
(Magulod et al., 2020). It is a sad commentary to hear that despite of the millions of budgets
allocated to improve the educational system we have at present, there are still areas where materials

119
such as computer and internet connectivity are lacking. Even if there are any, these would not cater
the growing number of students we have today. Teachers also identified that there is indeed
difficulty also in transferring this lore to the students, because they are not familiar to it and are
not exposed to these advancements we have at present. However, few educators attempt their way
in integrating technology in their class discussions. There were able to integrate technology in their
water cycle discussions. Physical education and folkdances were also introduced through this
means. Prepositional phrases and identifying action words are also discussed by means of
applications available in the internet and computers.
This study unveils that there is an urgent need to address the lack of facilities, internet
connection, materials, and more importantly trainings that will enable our educators to effectively
transmit inputs to the students with the use of technology. In the survey conducted earlier this year,
there were few teachers who admitted having no knowledge about the manipulation of computers,
projectors and applications that are made available for their convenience. Yet, there were
respondents who find difficulty in using pf Photoshop and illustrator. On the other hand, there
were respondents that have mentioned that internet connectivity is one of hindrances in their
attempt to integrate technology in their daily discussions. Despite the continuous development of
technology, in far flung areas where electricity is not supplied, this integration would not be
realized. Respondents also conceded that there is no electricity in their area, and that hinders their
will to adapt the simulation of technology to their teaching approach. Lacks of facilities have
drastically affected also this integration. In fact, respondents said that there are indeed inadequate
classroom and facilities. However, in this study, there were respondents who declared of their
willingness to use their own resources in order to have an interactive discussion among their
students.
On the other hand, there were also curricular issues concerning the way ICT was articulated
in the classroom. The technological knowledge acquired by the teachers in Katipunan, Zamboanga
del Norte was unsurprisingly abundant. It was found out that most of the respondents, are well-
acquainted with the use of various applications offered by the advancement of technology, along
with the utilization and manipulation of the computers and other gadgets. These relatively high
numbers perceived that they do not find any rigors in integrating this lore to their students.
However, it was also discovered that out of these respondents, there were also who are not able to
operate computers, projectors, and some other advanced teaching materials that could make their
discussion convenient. Also, few of them mentioned of not having personal computers to enable
them in introducing this technological elevation. Respondents also find difficulties in integrating
technology to their daily discussion because of the unavailability of the internet connection,
perhaps little of them blatantly assert that connectivity plays vital role in presenting this
technological knowledge to their students. Computer laboratories are not also available in their
respective schools, in fact, few of them answered that availability of ICT laboratories is one of the
hindrances in associating technology to their classes. Technology give rise to different application
inventors, these applications were useful into our daily lives, especially to ease the burden of a

120
teacher. However, the study has shown that there were also teachers who find it difficult in using
applications such as photoshop, excel, word, and spreadsheet.
And more importantly, disheartening it may sound, whilst there is willingness to learn
regarding these technological advancements, one of the respondents believed how interactive it
would be assimilating these modern interventions, still in a far-flung area where there is not
electricity provided, these initiatives will not be realized.
IV. Conclusion
This research examined the TPACK of the Basic Education Teachers of Katipunan
Zamboanga del Norte. Findings revealed that majority of the respondents were familiar in the
Technological Content Knowledge, Technological Pedagogical Knowledge and Technological
Pedagogical Content Knowledge. Thus, they were computer literate and are technology
enthusiasts, they have the knowledge on the proper selection and utilization of technologies into
their classes. Suitable strategies and methods in integrating technologies in their school–related
jobs and in delivering lessons were applied by the teachers. However, most of the respondents
answered that availability of ICT laboratories is one of the major burdens in associating technology
to their classes. Electricity, Internet Access and gadgets are so limited in their places. There were
lacks of government support in the concept of technology integration. There were few teachers
who are also illiterate in operating the latest technology making them reluctant in using it.
In this sense, government may provide sufficient computer laboratories, allocate adequate
budget relative to technological advancement and must formulate teachers’ development program
geared towards acquiring relevant technological pedagogical content knowledge and skills.
Teachers must advice to go on multiple professional developments on TPACK and recognize the
benefits of TPACK in teaching and should have to adapt TPACK model in their classes to enhance,
improve and upgrade instruction.
REFERENCES
[1] Abbitt, J. T. (2011). An investigation of the relationship between self-efficacy beliefs about
technology integration and technological pedagogical content knowledge (TPACK) among
preservice teachers. Journal of Digital Learning in Teacher Education, 27(4), 134–143.
Retrieved January 22, 2017 from https://www.learntechlib.org/p/54211
[2] Agustin, R. R., liliasari, S., Sinaga, P., & Rochintaniawati, D. (2019). Assessing pre-service
science teachers’ technological pedagogical content knowledge (TPACK) on kinematics, plant
tissue and daily life material. Journal of Physics: Conference Series, 1157(2), 1–5.
https://doi.org/10.1088/1742-6596/1157/2/022013
[3] Angeli, C., & Valanides, N. (2009). Epistemological and methodological issues for the
conceptualization, development, and assessment of ICT-TPCK: Advances in technological
pedagogical content knowledge (TPCK). Computers & Education, 52(1), 154-168. Retrieved

121
January 22, 2017 from

https://pdfs.semanticscholar.org/0c75/949827bb5258a8c9cc1fa408db18e2c9f849.pdf
[4] Archambault, L. M., & Barnett, J. H. (2010). Revisiting technological pedagogical content
knowledge: Exploring the TPCK framework. Computers & Education, 55, 1656-1662.
Retrieved January 22, 2017 from
http://www.academia.edu/4916143/Revisiting_technological_pedagogical_content_knowled
ge_Exploring_the_TPACK_framework
[5] Cox, S., & Graham, C. (2009). An elaborated model of the TPACK framework. In I. Gibson
et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education
International Conference 2009 (pp. 4042–4049). Chesapeake, VA: AACE. Retrieved January
22, 2017 from https://www.learntechlib.org/p/31291
[6] Galleto et al 2018. Diagnosing technological pedagogical content knowledge landscape: The
case of the mathematics teachers in government-funded University. Google Scholar.
[7] Goos, M., & Bennison, A. (2008). Surveying the technology landscape: Teachers’ use of
technology in secondary mathematics classrooms. Mathematics Education Research Journal,
20(3), 102-130. Retrieved January 20, 2016 from
https://webcache.googleusercontent.com/search?q=cache:IWVtYISxGQYJ:https://www.lear
ntechlib.org/p/57927+&cd=2&hl=en&ct=clnk&gl=ph
[8] Graham, C. R., Burgoyne, N., Cantrell, P., Smith, L., St Clair, L., & Harris, R. (2009).
Measuring the TPACK confidence of inservice science teachers. Tech Trends, 53(5), 70-79.
Retrieved January 22, 2017 from
https://www.google.com.ph/url?sa=t&rct=j&q=&esrc=s&source=web&cd=&cad=rja&uact=
8&ved=0ahUKEwjx8OLdxtTRAhUFEpQKHblYBHUQFggnMAA&url=http%3A%2F%2F
galleries.lakeheadu.ca%2Fuploads%2F4%2F0%2F5%2F9%2F4059357%2Fmeasureing_tpac
k_confidence.pdf&usg=AFQjCNGICX8c5g7G0lVW7YeZgn_C7xPrLw&bvm=bv.14468665
2,d.dGo
[9] Handal, B., Campbell, C., Cavanagh, M., Petocz, P., & Kelly, N. (2013). Technological
pedagogical content knowledge of secondary mathematics teachers. Contemporary Issues in
Technology and Teacher Education, 13(1). Retrieved January 20, 2016 from
http://www.citejournal.org/volume-13/issue-1-13/mathematics/technological-pedagogical-
content-knowledge-of-secondary-mathematics-teachers
[10] Hans, A. & Akhter, S. (2013). Emerging Trends in Teacher’s Education. Retrieved January
21, 2016 from
https://www.google.com.ph/url?sa=t&rct=j&q=&esrc=s&source=web&cd=3&cad=rja&uact
=8&ved=0ahUKEwiEr4-
bidLRAhULWbwKHVtvDjUQFggpMAI&url=https%3A%2F%2Ffanyv88.com%3A443%2Fhttp%2Fmacrotheme.com%2Fyaho
o_site_admin%2Fassets%2Fdocs%2F3HansMR22SI.40131741.pdf&usg=AFQjCNFU84bd
Mp8QfeLuAj9ffSQnvWostg&bvm=bv.144224172,d.dGc
[11] Koehler, M. J. (2011). TPCK – Technological pedagogical and content knowledge. Retrieved
January 22, 2017 from http://www.tpck.org/
[12] Koehler, M. J., Mishra, P., Bouck, E., DeSchryver, M., Kereluik, K., Shin, T. S., & Wolf, L.
G. (2011). Deep-play: Developing TPACK for 21st century teachers. International Journal of
Learning Technology, 6(2), 146–163. Retrieved January 22, 2017 from
8&ved=0ahUKEwjk_s_tudTRAhXCjZQKHZdZD1cQFggYMAA&url=https%3A%2F%2Ffanyv88.com%3A443%2Fhttp%2Fcr
eativity.fts.educ.msu.edu%2Fwp-content%2Fuploads%2F2011%2F09%2FIJLT060203-

122
MISHRA1.pdf&usg=AFQjCNGSimgTbGHgDsbWAPqbHTPy06-
Xcg&bvm=bv.144686652,d.dGo
[13] Koh, J., Chai, C., & Tsai, C. (2010). Examining the technological pedagogical content
knowledge of Singapore pre-service teachers with a large-scale survey. Journal of Computer
Assisted Learning, 26(6), 563–573. Retrieved January 22, 2017 from
https://www.learntechlib.org/p/88181
[14] Lee, M-H., & Tsai, C-C. (2010). Exploring teachers’ perceived self efficacy and
technological pedagogical content knowledge with respect to educational use of the World
Wide Web. Instructional Science, 38, 1-21. Retrieved January 22, 2017 from
http://link.springer.com/article/10.1007/s11251-008-9075-4
[15] Magulod, G. C., Capulso, L. B., Tabiolo, C. D. L., Luza, M. N., & Ramada, M. G. C. (2020).
Use of technology-based tools in ensuring quality of publishable journal articles. International
Journal of Learning, Teaching, and Educational Research, Volume 19, pp.145-162.
https://ijlter.net/index.php/ijlter/article/view/210
[16] Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A
framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054. DOI:
10.1111/j.1467-9620.2006.00684.x
[17] Niess, M. L. (2005). Preparing teachers to teach science and mathematics with technology:
Developing a technology pedagogical content knowledge. Teaching and Teacher Education,
21, 509–523. Retrieved January 22, 2017 from
8&ved=0ahUKEwie5YHTuNTRAhXEG5QKHdArACEQFggYMAA&url=http%3A%2F%2
Fone2oneheights.pbworks.com%2Ff%2FNiess_M.pdf&usg=AFQjCNGS20OHmH-Mk4_-
qktEG7zfWtKEIA&bvm=bv.144686652,d.dGo
[18] Saravanakumar AR, Paavizhi K., & Palanisamy P. 2019. 'Effectiveness of Video Assisted
Learning Module.' International Journal of Control and Automation. 12(06), 268-275.
[19] Shulman, L. S. (1986). Those Who Understand: Knowledge Growth in Teaching.
Educational Researcher, 15(2), 4–14. Retrieved January 22, 2017 from
www.wcu.edu/WebFiles/PDFs/Shulman.pdf
[20] Simmons, S. J. (2021). Online Teaching Self-Efficacy and Faculty ICT and Computer
Attitudes in Higher Education. Walden Dissertations and Doctoral Studies Collection at
ScholarWorks. Retrieved from https://scholarworks.waldenu.edu/dissertations
[21] Yurdakul, I. K., Odabasi, H. F., Kilicer, K., Coklar, A. N., Birinci, G., & Kurt, A.A. (2012).
The development, validity and reliability of TPACK-deep: A technological pedagogical
content knowledge scale. Computers & Education, 58, 964–977. Retrieved January 22, 2017
from https://www.learntechlib.org/p/66817\

123

1 Ijams March 2023 111 123

Uploaded by

Copyright:

Available Formats

1 Ijams March 2023 111 123

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

1 Ijams March 2023 111 123

Uploaded by

Copyright:

Available Formats

INTERNATIONAL JOURNAL OF ADVANCED MULTIDISCIPLINARY STUDIES

IJAMS Volume III, Issue 3 March 2023, eISSN: 2799-0664

TPACK of Basic Education Teachers: Basis for

Keywords — TPACK, Basic Education, Technology, Educational System, ICT

Copyright © 2023 IJAMS, All right reserved

Accordingly, upholding high-quality teaching standards in schools is important to ensuring

Copyright © 2023 IJAMS, All right reserved

1. What is the nature of the basic education teachers’

1.1 Technological Content Knowledge;

1.2 Technological Pedagogical Knowledge; and

1.3 Technological Pedagogical Content Knowledge?

Copyright © 2023 IJAMS, All right reserved

Copyright © 2023 IJAMS, All right reserved

III. Results and Discussion

Copyright © 2023 IJAMS, All right reserved

The Technological Content Knowledge of the Basic Education Teachers of Katipunan

Table 2 shows Technological Pedagogical Knowledge of the basic education teachers of

Copyright © 2023 IJAMS, All right reserved

The Technological Pedagogical Knowledge of the Basic Education Teachers of Katipunan

Copyright © 2023 IJAMS, All right reserved

The Technological Pedagogical Content Knowledge of the Basic Education Teachers of

Copyright © 2023 IJAMS, All right reserved

Significant Difference among TCK, TPK and TPACK

Source of Variation Ss df MS F p-level F crit

Copyright © 2023 IJAMS, All right reserved

Copyright © 2023 IJAMS, All right reserved

Copyright © 2023 IJAMS, All right reserved

January 22, 2017 from

Copyright © 2023 IJAMS, All right reserved

Copyright © 2023 IJAMS, All right reserved

You might also like