DEMYSTIFYING DATA PROCESSING TEACHERS’ PROCEDURAL, FUNCTIONAL, PEDAGOGICAL, AND CONTENT KNOWLEDGE IN AN ICT-BASED CLASSROOM IN SOUTH AFRICA

Abstract

The paper examines the level of Procedural, Functional, Pedagogical, and Content Knowledge (PFPCK) competency needed by Data Processing (DP) teachers to effectively use Information and Communication Technology (ICT) tools in ICT-based classrooms. A descriptive survey research design was used in the study. Three research questions were raised, and one hypothesis was formulated to guide the study. 130 DP teachers randomly selected from 11 Technical Vocational Education and Training (TVET) colleges in Gauteng province in South Africa formed the sample population. The instrument used in the study was a self-developed questionnaire titled Data Processing Teachers Competency of Procedural Functional Pedagogical Content Questionnaire (DPTCPFPCQ). Personal and observation checklists were also used in the study. The data were analyzed using mean scores and t-tests. The results showed that DP teachers possessed the necessary competency of PFPCK needed to use ICT tools in the digital classroom. It was also revealed that there was a significant difference in the level of competency and acquisition of skills between the pre-service and in-service DP teachers in the use of ICT in the class. It was therefore recommended that the management of TVET colleges and other similar institutions should help to improve DP teachers procedural, and functional knowledge in the use of ICT as a pedagogical tool in ICT-enhanced classrooms. KEYWORDS: ICT-based classrooms, Procedural, Functional Knowledge, DP teachers.