Ali, Z., Ahmad, N., & Sewani, R. (2022). Examining elementary school teachers’ professional proficiencies with technology integration and their impact on students’ achievement. Journal of Positive School Psychology, 6(7), 2950-2068. https://journalppw.com/index.php/jpsp/article/view/11888

Abstract:

“This study set out to answer the question, how well teachers in Karachi, Pakistan, integrate technology into their lessons and what influence this has on their students’ academic Success. The study used a quantitative research strategy to collect data from a survey to accomplish its goals. Researcher employed SPSS and PLS-SEM to analyze the data. It was discovered that teachers’ professional progress in subject-matter competence, pedagogical skills and technological integration positively affects student achievement. Furthermore, teachers scored highly on the model’s foundational components, suggesting they possess the skills, knowledge, and understanding to carry out the vast majority of the tasks reflected in the survey’s questions. Three fundamental TPACK structures were discovered to be dynamic, shedding light on the ever-evolving nature of teachers’ TPACK. The findings show that teachers adapt their TPACK to the specifics of each teaching situation. Given this, it is necessary to place greater focus on context inside the TPACK framework and to situate the framework as a whole within the context. This study’s intention is to bring academic focus to the reform of policy in teacher education and teacher preparation so that new technologies can be effectively incorporated into existing curricula and pedagogical frameworks.”