Technology Acceptance and the Technological, Pedagogical, and Content Knowledge (TPACK) of Pre-service Mathematics Teachers

Abstract

CityAbstractPrompted by the existence and development of technological breakthroughs in the field of education, the 21st century teachers are challenged to integrate technology in the teaching-learning environment. This study was conducted to determine the possible relationship of technology acceptance and the respondents’ competence on the technological, pedagogical, and content knowledge (TPACK) in Mathematics. The result of the study was drawn from forty-two pre-service Mathematics teachers. Survey research and correlational research methodology were employed. The checklist of technologies available for access and use, modified technology acceptance survey and the teacher-made technological, pedagogical, and content knowledge competence test were used in this study.The developed instrument for this study underwent validation and reliability tests. Descriptive statistics and Pearson product-moment correlation coefficient were used to describe the results of the study. Results of the study revealed that pre-service mathematics teachers had access to the conventional and modern instructional technologies in learning Mathematics. In general, pre-service mathematics teachers had a high technology acceptance with the mean value of 4.080. They had the highest perception mean in the usefulness (PU) while lowest in the facilitating conditions (FC). They were performing well in most of the content-related constructs, followed by the technology-related constructs and lastly in the pedagogy-related constructs of thetechnological, pedagogical, and content knowledge (TPACK) framework. Significant relationships were observed between the constructs of subjective norm (SN) and content knowledge (CK), subjective norm (SN) and pedagogical, content knowledge (PCK), perceived usefulness (PU) and pedagogical, content knowledge (PCK), technology attitude (TA) and pedagogical, content knowledge (PCK), and overall technology acceptance and the pedagogical, content knowledge (PCK), at 95% confidence level. Content, pedagogy, and technology should be complementing each other to attain the desired learning outcome for the learners. Focusing solely and mainly in technology knowledge without considering and balancing the knowledge in the content and pedagogy might produce apitfall in the teaching-learning environment.