Perceived technology integration of Filipino teachers teaching in the U.S.A.

Abstract

Integrating technology, pedagogy, and content knowledge in teaching is a challenging but fulfilling undertaking. Teachers in the 21st century are expected to integrate technology in the classrooms effectively, while at the same time being knowledgeable in the pedagogy and content of the subjects being taught. The purpose of this study is to describe the perceptions of Filipino teachers teaching in the U.S. on the Technological Pedagogical Content Knowledge (TPCK) framework. Data was gathered through a survey using the Questionnaire to Measure Perceived Technology Integration Knowledge of Teachers by Hosseini & Kamal (2012). The study found that among the TPCK’s subscales, the mean for pedagogical knowledge (PK) was the highest (4.34), while the mean for technological knowledge (TK) was the lowest (4.03).