Technological and Pedagogical Content Knowledge of Ilat National High School Teachers

Abstract

INTRODUCTION

Technological Pedagogical Content Knowledge (TPCK) was introduced to the educational research field as a theoretical framework for understanding teacher knowledge required for effective technology integration. In this study, the researcher conceived and looked for the variables associated with instruction of Ilat National High School teachers that would open up avenues for a more purposeful, efficient teaching that can consequently improve the status of learning of the students, thus the conduct of Technological and Pedagogical Content Knowledge of Ilat National High School teachers.

METHODS

This study made use of the descriptive method of research using a researcher-made questionnaire as the main gathering tool. Focus group discussion and data analysis were done to further validate the data provided in the questionnaire.

RESULTS

The results showed that the teachers displayed high understanding and apply knowledge of content within and across curriculum learning areas, enact appropriate approaches and strategies in teaching, equipped enough in using technology in teaching, able to blend content knowledge with the pedagogy, tune their teaching practices, improve subject matter knowledge and help them in assessing their students' learning, have understanding regarding different technologies which varies from very simple, low technologies like the use of pencil and paper to more advanced and sophisticated technologies, have knowledge of how various technologies can be used in teaching, and to understanding that using technology may change the way teachers teach.

DISCUSSIONS

The results demonstrate the need for the enhancement of technological and pedagogical content knowledge of Ilat National High School teachers to acquire the knowledge required by teachers for integrating technology into their teaching in any content area. Teachers have an intuitive understanding of the complex interplay between the three basic components of knowledge (CK, PK, TK) by teaching content using appropriate pedagogical methods and technologies.