Effectiveness of a Pathway 3 Technological Pedagogical Content Knowledge Professional Development Program for In-Service Secondary Chemistry Teachers

The aim of this study was to develop and verify a questionnaire to evaluate the demand for technological pedagogical content knowledge (TPACK) measurement towards teachers, as there is a demand in the TPACK components domain to amplify their capability in education, such as technological knowledge, pedagogical knowledge, content knowledge, technological pedagogical knowledge, technological content knowledge, and pedagogical content knowledge. This study added two new components such as technological pedagogical content knowledge and contextual knowledge. Questionnaire verification was performed through literature review, and content verification was performed by experts, concluded by a factorial and reliability verification. The instrument was implemented with 400 teachers who teach Malay language subject at Secondary school in Malaysia. The verified questionnaire had eight components, and the dependability of the instrument was quantified using Cronbach’s alpha coefficient, with a scale comprising eight subscales: technological knowledge (.934), pedagogical knowledge (.963), content knowledge (.967), pedagogical content knowledge (.975), technological content knowledge (.966), technological pedagogical knowledge (.979), technological pedagogical content knowledge (.969), and contextual knowledge (.955). Eight components were analysed using confirmatory factor analysis (CFA) to determine the credibility of the structure. The results showed that the eight-factor variable model fits well and met the requirements of goodness of fit indices (>.90) and RMSEA (. The knowledge and teaching skills possessed by teachers will grow in line with their experience in national education arena. Therefore, the validation of instrumentation was to measure and determine the components of TPACK, which are technological knowledge, pedagogical knowledge, content knowledge, technological pedagogical knowledge, technological content knowledge, pedagogical content knowledge, technological pedagogical content knowledge and contextual knowledge for teachers.

Mishra and Koehler’s (2006) framework for technological pedagogical content knowledge (TPACK) is one of the most well-received and widely researched theoretical frameworks for technology integration in the classrooms. Chai et al. (2013) recent review found that more than 70 articles about TPACK have been published between 2003 and 2011 within the Scopus database. A website dedicated to TPACK research (http://tpack.org/) has accumulated more than 450 articles. The SSCI-listed journals have also published 134 articles on TPACK as of May 2015. As an analytical and creative framework, TPACK research can potentially generate deeper knowledge construction about ICT integration among researchers and educators. It could be refined, expanded, and improved upon to account for more variables that shape, empower, or constrain the development of ICT use in education (Chai et al. 2013; Voogt et al. 2013). Building upon Shulman’s (1986) model for pedagogical content knowledge, Mishra and Koehler (2006) added the dimension of technological knowledge and demonstrated how various kinds of teacher knowledge can be derived from the integration of technological, pedagogical, and content knowledge. These integrated forms of knowledge are pedagogical content knowledge (PCK), technological content knowledge (TCK), technological pedagogical knowledge (TPK), and technological pedagogical content knowledge (TPACK). Together with technological knowledge (TK), pedagogical knowledge (PK), and content knowledge (CK), these seven kinds of knowledge make up the TPACK framework. While this framework provides specifications for the kinds of teacher knowledge involved during technology integration, how teachers, educators, and researchers can create more technological pedagogical content knowledge need to be further unpacked. Tee and Lee (2011) have aptly positioned generating TPACK as a knowledge creation endeavor and Kramarski and Michalsky (2010) have found it necessary to support pre-service teachers’ metacognitive self-regulation as they create TPACK through design. The creation of knowledge is a complex matter and coupled with the situated nature of TPACK (Mishra and Koehler 2006); further theorizing of the epistemic nature and processes involved in creating TPACK are needed. Specifically, the TPACK framework specifies what teachers need to integrate technology but not how the process can be improved (Cox and Graham 2009). On the other hand, there is much emphasis on the use of technology to support pedagogical improvements, especially the kinds of pedagogies that support students to foster twenty-first century competencies (ISTE 2007; P21, 2007). Voogt and Roblin (2012) have identified ICT-based learning as a common element across all twenty-first century learning frameworks they have reviewed. ICT could be used as a cognitive tool, metacognitive tool, and epistemic tool to support critical thinking, creative and inventive thinking and authentic problem solving, which are also common elements of twenty-first century learning. Yet, there is still a lack of understanding about how the seven TPACK constructs are being applied by teachers as they formulate technology-integrated lessons to promote twenty-first century learning & Joyce Hwee Ling Koh joyce.koh@nie.edu.sg

The aim of this study is to compare the level of technological pedagogical content knowledge (TPCK) of prospective history teachers (university students) and current history teachers. In this context, 67 history teachers aged between 24 and 36 who are actively teaching history and 80 students aged between 18 and 22 from the Department of History, Faculty of Humanities participated in the study. The TPCK scores of the participants were determined using the 21st Century Skills of Technological Pedagogical Content Knowledge scale for Turkish culture developed by Alpaslan, Ulubey, and Ata (2021). According to the findings obtained in our study, students’ TPCK total scores (p < .001) and its sub-dimensions: Pedagogical Knowledge (PK) (p < .001), Technological Knowledge (TK) (p < .001), Content Knowledge (CK) (p < .001), Interaction of Pedagogical and Content Knowledge (IPCK) (p < .001), Interaction of Technological and Pedagogical Knowledge (ITPK) (p < .001), Interaction of Content and Technological Knowledge (ICTK) (p < .001), and Interaction of Pedagogical, Technological, and Content Knowledge (IPTCK) (p < .001) scores were significantly higher than those of current history teachers. As a result, it has been determined that the history department curricula of universities have been developed and updated within the framework of technological pedagogical and content knowledge, but current history teachers should be more active in TPCK.

Background and Objectives: Current reform efforts in science education emphasize the integration of technology to enhance instructional practices and improve student learning outcomes. To achieve this, teachers must develop the necessary knowledge and skills to effectively incorporate technology into their instruction. The Technological Pedagogical Content Knowledge (TPACK) framework serves as a crucial model that helps teachers connect subject matter knowledge, pedagogical strategies, and technological tools to create meaningful learning experiences. A solid understanding of TPACK allows teachers to select appropriate technologies that align with both content and instructional methods. This ensures their teaching aligns with modern educational needs and enhances student learning outcomes. However, most existing studies on teachers' perceptions of TPACK focus primarily on assessing their perceived competency levels and their alignment with components of the framework. Studies lack an in-depth analysis of how science teachers perceive TPACK, including its characteristics, strengths, and weaknesses. Therefore, a more in-depth investigation is essential to provide professional development for teachers in Opportunity Expansion Schools, where resources are limited and traditional teaching methods persist. Methodology: This qualitative research was conducted by means of a case study that aimed to examine the perceptions of TPACK by three lower secondary science teachers from an Opportunity Expansion School in Chaiyaphum Province, Thailand. These teachers were selected based on their self-reported low TPACK scores. The research utilized various data collection methods, including semi-structured interviews, lesson plan analysis, and classroom observations. A content analysis approach was used to examine the collected data, and triangulation was applied to ensure validity by comparing findings across different data sources. The analysis focused on the seven components of the TPACK framework: Content Knowledge (CK), Pedagogical Knowledge (PK), Pedagogical Content Knowledge (PCK), Technological Knowledge (TK), Technological Content Knowledge (TCK), Technological Pedagogical Knowledge (TPK), and Technological Pedagogical Content Knowledge (TPACK). Main Results: The findings revealed that the teachers’ perceptions of TPACK were not aligned with most components of the framework, excluding CK. The teachers demonstrated strong CK due to their academic backgrounds in science and extensive teaching experience. However, their PK , PCK, TK, TCK, TPK and TPACK were limited, as their teaching relied predominantly on lectures, with little consideration for diverse or content-specific teaching strategies. Discussion: Regarding TK and TCK, the teachers primarily used basic technologies, such as PowerPoint and video clips, and lacked the ability to incorporate additional technologies that are suitable and specific to science content. Furthermore, their TCK, TPK and TPACK demonstrated significant gaps, as the teachers struggled to integrate technology effectively into content-specific teaching strategies, which is critical for fostering analytical thinking and inquiry-based learning. The findings highlight the need to enhance science teachers' knowledge and skills in TPACK to effectively integrate technology into their teaching. In particular, emphasis should be placed on the professional development of science teachers in Opportunity Expansion Schools. Conclusion: This study hopes to contribute to the improvement of science education by raising awareness of the need for teachers to strengthen their Technological Pedagogical Content Knowledge (TPACK) competencies. Promotion of such training will improve science education by fostering the meaningful integration of technology in the classroom, ultimately enhancing student outcomes.

The aim of this study was to determine teachers’ views on technological pedagogical content knowledge (TPACK), their self-efficacy, and whether these views changed according to sex, age, period of service, faculty graduated from, branch, access to the internet, the use of technology level, and access to in-service training which is oriented to the use of technology. Teachers’ self-efficacies which are oriented to TPACK and its sub-dimensions known as technological knowledge (TK), content knowledge (CK), pedagogical knowledge (PK), pedagogical content knowledge (PCK), technological content knowledge (TCK) and technological pedagogical knowledge (TPK) were determined to be at a high level. According to this study, teachers’ self-efficacy perceptions on TK, CK, PCK, TCK and TPACK did not change according to sex while the self-efficacy perceptions on PK and TPK changed according to sex. It was concluded that the self-efficacy perceptions of female teachers in these dimensions were higher when compared to those of male teachers. According to the present study, teachers’ self-efficacy at TK and PCK changed according to age and the period of service, while self-efficacy at CK, PK, TCK, TPK and TPACK did not change according to these variables. In addition, a significant difference was determined between teachers’ self-efficacy perceptions on TK and TPK according to the faculty graduated from. It was detected that the self-efficacy levels of classroom teachers on CK, TPACK, PCK and TCK were higher when compared with those of branch teachers. It was also concluded from this study that teachers’ self-efficacy perception of TPACK did not change according to the situation of access to internet in the school in which they held office and that their efficacy was adequate. Teachers who thought that their self-efficacy in the use of internet was sufficient had higher levels of self-efficacies in TK, TCK, TKP and TPACK compared with other teachers. According to the present study, the in-service training that teachers receive on how to use the internet has more positive effects on CK and PCK compared with their self-efficacy in other dimensions.

Higher education instructors tried to find best teaching ways during the pandemic. Instructors who were faced with emergency situations used various technologies to deliver their courses. In this study, an online survey was used to ask instructors about their experiences regarding their development of technological pedagogical content knowledge (TPACK) during emergency remote teaching (ERT); 231 responses were received from instructors from faculties of education. The survey was a five-point Likert-type scale include the dimensions of pedagogical knowledge, pedagogical knowledge, technological knowledge, technological content knowledge, pedagogical content knowledge, technological pedagogical knowledge, and technological pedagogical content knowledge. Instructors rated their own non-technological knowledge (pedagogical knowledge, content knowledge, and pedagogical content knowledge) relatively higher than their knowledge including technology (technological knowledge, technological pedagogical knowledge, and technological content knowledge). The findings indicate that instructors had a consistently high level of perceived knowledge in all TPACK dimensions. Regarding developments in instructors’ TPACK, several suggestions were made, including novel technologies and pedagogies specialized for ERT.

Background Understanding pre-service science teachers’ (PSTs) perceived knowledge on a subject and teaching that subject is important to better prepare these teachers for their future career. Purpose In this study, PSTs’ perceived Technological Pedagogical Content Knowledge (TPACK) on genetics and the contribution of the dimensions of perceived TPACK on PSTs’ subject matter knowledge of genetics were investigated. Moreover, the differences in the perceived TPACK with regard to gender and grade level were examined further. Sample 1530 PSTs from eight public universities located in Central Anatolia in Turkey participated to the study. Design and methods Perceived TPACK on Genetics Questionnaire (MaKinster, Boone, and Trautmann 2010) and Test of Basic Genetic Concepts (Sadler and Zeidler 2005) were used. Regarding perceived TPACK eight sub-dimensions were emerged, namely; Educational Technology Knowledge (ETK), Genetic Technology Knowledge (GTK), Project Specific Technology Knowledge (PSTK), Content Knowledge (CK), Pedagogical Knowledge (PK), Pedagogical Content Knowledge (PCK), Technological Content Knowledge (TCK), and TPACK. Descriptive analysis, multiple linear regression analysis, and MANOVA analyses were conducted to provide answers to research questions. Design and methods The students were surveyed before and after the program using open-ended and Likert scale items, and were asked to complete a nuclear science version of the Draw-A-Scientist-Test. Results The participants’ mean value of total TPACK is 4.15 out of 6. Pre-service science teachers perceived themselves most knowledgeable on PK and least knowledgeable on PSTK dimensions. The content-related perceived TPACK dimensions significantly contributed to PSTs’ subject matter knowledge of genetics. The mean scores of male and female PSTs were found significantly different in PSTK, PK, PCK, TCK and TPACK dimension. ETK, GTK, PSTK, and CK scores of participants were also found to be significantly different with regard to grade level. Conclusions This study provided descriptive information about PSTs’ levels of TPACK. Moreover, this study also showed the contribution of content-related perceived TPACK dimensions on subject matter knowledge of genetics. This study showed that female PSTs and PSTs, who took courses in which science, technology, and pedagogy are taken as an integrated manner, had better perceived TPACK. We can conclude that PSTs’ perceived TPACK knowledge is situated in a particular subject matter area. Therefore, instead of seeking for TPACK in a general domain, focusing on specific subject matter areas can give us more insight into the nature of the TPACK and better development of PSTs’ TPACK.

Technological pedagogical content knowledge (TPACK) provides a framework of teacher knowledge to integrate technology into education successfully. Applying digital technologies to TPACK in order to understand the range of language teachers’ ability levels is of considerable importance. The present study sought to examine Iranian EFL teachers’ perceived knowledge of Web 2.0 technologies in light of Mishra and Koehler’s (2006) TPACK framework. To this end, a structural model was put forth on the basis of interactions of the TPACK seven-factor model. The participants of the study consisted of 160 EFL teachers, who were selected through an alternative sampling procedure. The data were collected from the participants through a TPACK-EFL questionnaire. The structural equation modeling (SEM) technique was employed to analyze the pathways of Web 2.0 technology, pedagogy, and content and their interactions in the TPACK model. The results revealed that Web 2.0 technological knowledge (TK), pedagogical knowledge (PK), and content knowledge (CK), as core knowledge components, influenced the second-level knowledge bases, namely technological pedagogical knowledge (TPK), pedagogical content knowledge (PCK), and technological content knowledge (TCK) positively and directly except for one construct. Conversely, the impacts of TK, PK, and CK on TPACK were not statistically significant, and, as a result, did not work towards developing EFL teachers’ TPACK. Furthermore, TPK, TCK, and PCK were found to serve as contributing factors in the development of TPACK. Finally, the pedagogical and theoretical implications of interrelationships between the constructs and possible interpretations are discussed.

Mastering ICT is a prerequisite for teachers in the 21st century, and this is consistent with the TPACK framework that a teacher or aspiring teacher needs to be equipped with. Technological, pedagogical, and content knowledge (TPACK) is a conceptual framework that combines components that include three types of knowledge that teachers need to master, namely technological, pedagogical, and content knowledge. TPACK is a framework that seeks understanding the relationship between pedagogical and technological knowledge. In TPACK, teachers' knowledge of integrating technology into learning makes learning effective and efficient. This study aimed to observe the Technological Pedagogical Content Knowledge (TPACK) ability of prospective chemistry teachers and chemistry teachers. The research method used a literature study in the form of an analysis of various literature derived from national and international articles in accordance with the research objectives, namely 33 articles on the ability of Technological Pedagogical Content Knowledge (TPACK) of prospective chemistry teachers and chemistry teachers. The results showed that the components of TK, PK, TPK, TCK, and TPACK owned by prospective chemistry teachers and chemistry teachers were in the sufficient category. The TPACK abilities of chemistry teacher candidates and chemistry teachers still need to be improved in several aspects of content mastery, pedagogy, and technology. Developing TPACK abilities requires a long process to acquire new sources of skills and knowledge needed to form professional teachers.

As AI technologies with predictive capabilities increasingly spread, it has become necessary to leverage them in light of the Unified Theory of Acceptance and Use of Technology (UTAUT) and Technological Pedagogical Content Knowledge (TPACK) frameworks, especially in the English language. This study investigates the factors influencing English lecturers’ intentions to adopt artificial intelligence (AI) in teaching, utilizing the Unified Theory of Acceptance and Use of Technology (UTAUT) and Technological Pedagogical Content Knowledge (TPACK) frameworks. A quantitative research methodology was employed, collecting data from 174 English lecturers in Jordan through structured questionnaires. Structural Equation Modeling (SEM) was used to analyze the relationships between UTAUT constructs—Performance Expectancy (PE), Effort Expectancy (EE), Social Influence (SI), and Facilitating Conditions (FC)—and TPACK components, including Technological Knowledge (TK), Pedagogical Knowledge (PK), and Content Knowledge (CK). Reliability and validity measures confirmed the robustness of the instrument. The findings reveal that PE, EE, SI, and FC significantly predict lecturers’ Behavioral Intention (BI) to adopt AI tools. Furthermore, TPACK components, particularly Technological Pedagogical Knowledge (TPK) and Technological Content Knowledge (TCK), mediate the relationship between UTAUT factors and BI. Facilitating Conditions and Social Influence were found to have the strongest indirect impact through TPACK constructs. The model fit indices indicated a good fit, validating the proposed hypotheses. The study underscores the importance of professional development programs to enhance educators’ TPACK and emphasizes the need for institutional support to foster AI adoption. These findings contribute to the literature on technology adoption in education and provide actionable recommendations for integrating AI into English language teaching.

With the continuous advancement of education informatization, Technological Pedagogical Content Knowledge (TPACK), as a new theoretical framework, provides a novel method for measuring teachers’ informatization teaching ability. This study takes normal students of English majors from three ethnic universities as the research object, collects relevant data through questionnaires, and uses structural equation modeling to conduct data analysis and empirical research to investigate the differences in the TPACK levels of these students at different grades and the structural relationships among the elements in the TPACK structure. The technological pedagogical knowledge element of the TPACK structure was not obtained by exploratory factors analysis but through path analysis and structural equation modeling, the results show that the one-dimensional core knowledge of technological knowledge (TK), content knowledge (CK), and pedagogical knowledge (PK) have a positive effect on the two-dimensional interaction knowledge of technological content knowledge (TCK) and pedagogical content knowledge (PCK); furthermore, TCK and PCK have a positive effect on TPACK; and TK, CK, and PK indirectly affect TPACK through TCK and PCK. On this basis, suggestions are provided to ethnic colleges and universities to develop the TPACK knowledge competence of normal students of English majors.

This study assessed the Technological self-efficacy of 26 junior high school teachers of Physical Education and Health in Juan R. Liwag Memorial High School. Methodology: using descriptive correlational research design, their socio-demographic characteristics, level of their technological self-efficacy and performance rating were the variables of the study. Quantitative data were gathered using a questionnaire as the main instrument. In terms of sampling method, total enumeration sampling was utilized. Findings: Majority of the respondents were female, young with educational attainment varying from bachelor’s degree to master’s degree and have been in the service from 1-10 years. Overall technological self-efficacy was low level in the five components namely; technological knowledge, technological content knowledge, technological pedagogical knowledge and technological pedagogical content knowledge and high in pedagogical knowledge and pedagogical content knowledge. Pedagogical knowledge and pedagogical content knowledge had a positive relationship with performance rating. On the other hand, technological knowledge, technological content knowledge, technological pedagogical knowledge and technological pedagogical content knowledge were found to be negatively correlated with performance rating. Technological content knowledge was found to be predictive of physical education and health teacher’s performance rating. Contribution and Recommendation: Thus, it is highly recommended to sustain and enhance the technological content knowledge of physical education and health teachers since it is detrimental to their performance.

تسعى هذه الدراسة الى تحديد المعرفة البيداغوجية التکنولوجية الازمة لمعلمات رياض الأطفال من وجهة نظرهن وفقا لاطار TPACK , وتبنت هذه الدراسة المنهج الوصفي وذلک من خلال استبانة الکترونية کوسيلة لجمع البيانات لسهولة تداولها وتوزيعها على اکبر عدد من المعلمات, وتم توزيعها على معلمات رياض الأطفال من مجتمعات مختلفة لضمان صدق البيانات والتي تم جمعها وتحليلها باستخدام برنامج التحليل الاحصائي (SPSS) وتوصلت الدراسة الى تحديد مستوى المحاور الأساسية لاطار TPACK ,متمثلة في المعرفة البيداغوجية - Pedagogical Knowledge(PK) ,والمعرفة التکنولوجية - Technology Knowledge(TK) , المعرفة البيداغوجية للمحتوى - Pedagogical Content Knowledge(PCK) و المعرفة التکنولوجية للمحتوى - Technological Content Knowledge(TCK) والمعرفة التکنولوجية البيداغوجية - Technological Pedagogical Knowledge(TPK) التکنولوجيا البيداغوجية والمحتوى المعرفي - Technological Pedagogical Content Knowledge(TPCK) , وتوصلت نتائج الدراسة أن الوزن النسبي لاستجابات عينة البحث علي المعرفة البيداغوجية التکنولوجية اللازمة لمعلمات رياض الأطفال (ککل) تتراوح بين (86.31، 89.39) وهي قيم عالية نسبية مما يؤکد أن عينة البحث أکدت درجة أهمية المعرفة البيداغوجية التکنولوجية اللازمة لمعلمات رياض الأطفال (ککل) الازمة لمعلمات رياض الأطفال، حيث بلغت قيمة کا2 دلالتها الإحصائية عند مستوي (0.05) وهي قيمة دالة إحصائيا وجميعها لصالح موافق بشدة. وفي ضوء هذه النتائج تم تقديم نموذج للمعارف التکنولوجية البيداغوجية اللازم توافرها لدى معلمة الروضة واوصت الدراسة بضرورة تطبيق هذا النموذج المقترح في برامج تدريب المعلمات. الکلمات المفتاحية: اطار TPACK – معلمات رياض الأطفال Technological pedagogical knowledge needed for kindergarten teachers from their perspective according to TPACK framework Abstract: The aim of this study was to identify kindergarten teachers' perspectives on knowledge of educational technological content according to the framework of TPACK, This study adopted the descriptive approach through an electronic questionnaire as a means of collecting data for easy circulation and distribution to the largest number of parameters, and it was distributed to kindergarten teachers from different communities. To ensure the validity of the data collected and analyzed using the statistical analysis program (SPSS) and the study found to determine the basic axes of the framework of TPACK, represented by pedagogical knowledge (PK), and technological knowledge - Technology Knowledge (TK), knowledge Pedagogical Content Knowledge (PCK), Technological Pedagogical Knowledge (TPK) and Technological Pedagogical Content Knowledge (TPCK). The research sample on the technological pedagogical knowledge required for kindergarten teachers (as a whole) ranges between (86.31 and 89.39) which are relatively high values ​​which confirms that the research sample confirmed the importance of the technological pedagogical knowledge needed for kindergarten teachers (as a whole) necessary for kindergarten teachers, where the value of Ka 2 Its statistical value is at the level of (0.05), which is a statistically significant value, all in favor of strongly agreeing. According to these results, a model of the pedagogical technological knowledge required by the kindergarten teacher was presented and the study recommended that this proposed model should be applied in the teacher training programs.. Key words: TPACK frame - kindergarten teachers

<p style="text-align:justify">In order to reflect the integration of the teachers’ content knowledge, pedagogical knowledge, and technology usage skills to the class context and to provide the expected outputs for the program's purposes, it is needed to be revealed the different dimensions of Technological Pedagogical Content Knowledge (TPACK). In this study, it was aimed to investigate the teacher training programmes related to pre-service science teachers’ TPACK. This study was designed as a cross-sectional study. In the 2015-2016 academic year, a total of 269 pre-service teachers (73 of them from 1st grade, 73 of them from 2nd grade, 87 of them from 3rd and 36 of them from 4th grade students) attending Science Education Department participated in this study. As a data collection tool, 7 subscales of “Technological Pedagogical Content Knowledge Scale of Pre-Service Teachers”; namely, technology knowledge, pedagogical knowledge, content knowledge, technological pedagogical knowledge, technological content knowledge, pedagogical content knowledge, and technological pedagogical content knowledge were used. According to the results, as the class level of pre-service teacher increases, their level of technological pedagogical content knowledge increases as well. Moreover, there is a significant difference on behalf of pre-service teachers at the 1st grade in all dimensions of technological pedagogical content knowledge scale.</p>

The development of educational informatization imposes new requirements on the cultivation of teachers’ digital competence, which appeals to teachers who aim to optimize their teaching by integrating appropriate Information and Communication Technology (ICT). The requirement of digital competence corresponds to the meaning of Technological Pedagogical Content Knowledge (TPACK). Therefore, the development of teachers’ TPACK abilities can also positively influence the cultivation of their digital competence. The study was to examine the level of teachers’ TPACK abilities, and whether any difference in such abilities would be found according to the different teaching stages and teachers’ educational levels. An online questionnaire was distributed to the target teachers. Data of 1342 participants were analyzed. SPSS was used to conduct the descriptive statistics, and the non-parametric Kruskal–Wallis test with the post-hoc pairwise comparisons was used to determine teachers’ TPACK ability levels and explore the differences in teachers’ TPACK according to their different teaching stages and educational levels. The results indicated that teachers’ TPACK abilities were at a generally high level. Moreover, significant differences in teachers’ TPACK abilities were found in the teaching stages and educational levels. Teachers with different teaching stages have significant differences in Content Knowledge (CK), Pedagogical Knowledge (PK), Technological Pedagogical Knowledge (TPK), Technological Content Knowledge (TCK), and Technological Pedagogical Content Knowledge (TPACK). However, no difference was found between Technological Knowledge (TK) and Pedagogical Content Knowledge (PCK). In addition, the results suggested that the seven sub-dimensions of TPACK differed significantly according to teachers’ educational levels, where the higher the educational level, the better the teachers’ TPACK abilities. Therefore, teachers should effectively integrate technology and apply appropriate pedagogies according to the teaching content in different teaching stages. A planned and targeted series of ICT application training courses for teachers with lower educational levels would be helpful to improve their self-confidence in using technology to promote their teaching effectiveness.