Alava, W. G. (2020). Technological pedagogical content knowledge of College of Arts and Sciences professors. Transdisciplinary International Journal of Academic Research, 1(1). http://tijarjournal.com/wp-content/uploads/2020/09/5th-Chapter-Wilfred-G.-Alava-Jr..pdf

Abstract:

“The Technological, Pedagogical. Content Knowledge (TPACK) framework introduces the mixing of the 3 main domains (technological knowledge, pedagogical knowledge and Content knowledge). This study was designed to work out the amount of TPACK of the faculty of Arts and Sciences Professors of Bukidnon State University. This study could be a descriptive survey sort of analysis. There have been eighty Professors of the College of Arts and Sciences who participated the study. Associate tailored and changed form from Helmut Schmidt (2009) and Sahin (2011) was employed in gathering and grouping knowledge. Knowledge were subjected to applied math treatment. It had been noted that education data and Technological education data have the best mean score with a website level of professional. Generally, the TPACK domain of the CAS Professors is in Advanced level. This suggests that the TPACK domains were already integrated and enforced well by teaching content mistreatment applicable education strategies and technologies. They need associate intuitive understanding of the advanced interaction between the 3 basin parts of data (CK, PK, TK). Also, they’re competent in to the data needed by professors for integration technology into their teaching in any content space. Moreover, there’s no vital relationships between the demographic profile and also the TPACK of the CAS Professors. Hence, academics are expected to unceasingly develop their TPACK.”