Jumar, C. A. (2020). Technological pedagogical content knowledge among teacher educators working in colleges of education. Alochana Chakra Journal, 9(5), 1340-1354. [Link unavailable]

Abstract: 

“The teaching landscape is rapidly changing, the technological rise of the 21st century and widespread integration of those technologies into our society, combined with access to the internet has integrally changed teaching in just a few years. Educational technology implies a behavioural science approach to teaching and learning in that it makes use of pertinent scientific and technological methods and concepts developed in psychology, sociology, communications, linguistics and other related fields. It also attempts to incorporate the management principles of cost effectiveness and the efficient deployment and use of available resources in men and materials. Educational technology as a concept does not necessarily imply the use of machines and other items of hardware. Experience has shown that more often than not they involve such media, equipment and resources. The purpose of the present study was to find out whether there was any significant difference between teacher educators with regard to gender, subject taught and age in their TPACK and its dimensions and also to find out there was any significant influence of teacher educators teaching experience in their TPACK and its dimensions. The population of the present study consisted of teacher educators from colleges of education in Tiruchirappalli District of Tamil Nadu, India. The investigator adopted survey method of research to study the relationship between the variables and used stratified random sampling technique for collecting the required data. The sample for the present study consisted of 136 teacher educators. TPACK questionnaire were used for collecting the required data from the population. The major findings revealed that there was no significant influence of teacher educators teaching experience in their TPACK and its dimensions.”