Plantado, J. C. (2023). Usage of classroom technology and the technological pedagogical content knowledge (TPACK) of mathematics teachers. Southeast Asian Mathematics Education Journal, 13(1). https://journal.qitepinmath.org/index.php/seamej/article/view/175

Abstract:

“The Technological Pedagogical Content Knowledge (TPACK) is a theoretical framework in technology integration that is highly regarded in today’s digital era. This study, using a descriptive research design, investigated on the teacher’s level of usage of available classroom technology and level of competence on the eight domains of TPACK of 81 secondary mathematics teachers. Findings revealed that the use classroom technology was low. This was attributed to some external and internal factors. While along the TPACK domains, the teachers got the highest level of competence in CK (M = 4.29, SD = .59) and lowest in TK (M = 3.69, SD = .70). One-way ANOVA revealed that there was a highly significant difference in the level of competence along with TPACK domains. Furthermore, correlation and multiple regression analysis revealed that the level of usage of classroom technology was found to be highly significant and serve as the best predictor of TK (F(6, 74) = 6.17, p<.001), TPK (F(6, 74) = 6.39, p<.001), TCK (F(6, 74) = 4.30, p<.001), and TPACK (F(6, 74) = 2.65, p =.022). Implications of the findings and recommendations are discussed.”