Technological Pedagogical content knowledge (TPACK) in action: Application of learning in the classroom by pre-service teachers (PST)

Abstract

Abstract Technological Pedagogical Content Knowledge (TPACK) is the effectiveness of the delivery of the lesson with technology integration. It is an ideal application in all aspects of learning, which are all important in the teaching and learning process. This study evaluated the application of TPACK of pre-service teachers in different public schools around Bulacan. The pre-service teachers were evaluated by their Cooperating Teachers and the result was supported by an interview made to the pre-service teachers and their supervisors. The findings of the study revealed that pre-service teachers have ‘strong knowledge’ in the seven elements of TPACK. The Educational Technology tools in public schools were rated ‘fairly adequate’. TPACK and EdTech tools are significantly correlated but with a very weak uphill relationship. Among the independent variables, PSTs’ TPACK applications were primarily influenced by TPK and TCK. The other independent variables were not significant. Between TPK and TCK, TPK had a stronger influence on pre-service teachers’ TPACK applications. TPK and TCK were primarily influenced the application of TPACK. Through an interview with the pre-service teachers, alternative approaches in integrating technology in the classroom were identified. Based on the result of the study, more structured alternative approaches should be designed to help the teachers in public schools implement 21st-century learning with the integration of technology. This research could be a basis for policy formulation in giving priority to the public schools to have an allotted budget for Educational Technology tools that will help the teachers and students improve the teaching-learning process.