Magen-Nagar, N., & Ungar, O. A. (2014). The effect of PICTK and TPACK knowledge on ICT instructors’ sense of empowerment. International Journal of Learning, Teaching and Educational Research, 5(1), 48-62. http://www.ijlter.org/index.php/ijlter/article/view/60/pdf

Abstract:

“The implementation of technology in the national Information and Communication Technology (ICT) program is supported by instructors who act according to the program’s outputs. The current research has two goals: to examine the predictive variables of ICT instructors who instruct at the district level (henceforth: “district ICT instructors”) compared to ICT instructors who instruct at both the district and the school level (henceforth: “district-school ICT instructors”) and to examine Program Information Communication Technology Knowledge (PICTK) and Technology Pedagogy and Content Knowledge (TPACK) potency on the ICT instructors’ sense of empowerment for facilitating the implementation of ICT in the schools. One hundred and twenty one ICT instructors participated in the research: 77 “district ICT instructors” (64%) and 44 (36%) “district-school ICT instructors”. The research tool consisted of four self-report questionnaires. Path analysis was performed using structural equation analysis. The main results show that PICTK knowledge has a significant positive effect on TPACK knowledge among the “district ICT instructors”, whereas there was no change among the “district-school ICT instructors”. The results indicate that PICTK and TPACK knowledge does not necessarily promote the pedagogical-ICT knowledge of the ICT instructor, but is critical for his or her sense of empowerment. It is therefore recommended to continue the support for all ICT instructors, and to expand their personal knowledge about the evolving ICT program.”