TEACHERS’ SELF-PERCEPTIONS FOR TECHNOLOGY INTEGRATION IN TEACHING THROUGH THE LENS OF TPACK FRAMEWORK

Authors

  • Firdous Bugti, Fatima Dar, Pir Suhail Ahmed Sarhandi

DOI:

https://doi.org/10.52337/pjer.v5i2.527

Abstract

Technology can provide everlasting advantages in teaching and learning if utilized effectively however, it seems impossible without enhancing teachers’ technological skills. The aim of this study is to analyze the current status of teachers’ use of technology in their pedagogy and to examine teachers’ self-perceptions regarding their technological and pedagogical knowledge using technological, pedagogical and content knowledge (TPACK) framework. The study was carried out in the context of Shah Abdul Latif University, Khairpur. The quantitative survey method was adopted for current case study to explore self-perceptions of the participants regarding level of understanding for their technological and pedagogical skills. Total 123 Teaching Assistant (TAs) taught in different departments of SALU, Khairpur, holding master degrees in their concerned field were selected purposively. Results revealed that all teaching assistants perceived themselves at high level of understanding in all pedagogical related skills while their self-perceptions displayed that they were at low level of understanding in all technological based domains. In the light of findings, current study recommended that the areas where TAs perceived themselves at low level need to be strengthened through technology trainings, secondly TAs can prepare themselves for technology aligned pedagogical practices to contribute in teaching and learning and administration needs to plan and execute trainings on technological pedagogy specifically using TPACK framework to promote and encourage technological enriched teaching and learning environment.

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Published

2022-06-30

How to Cite

Firdous Bugti, Fatima Dar, Pir Suhail Ahmed Sarhandi. (2022). TEACHERS’ SELF-PERCEPTIONS FOR TECHNOLOGY INTEGRATION IN TEACHING THROUGH THE LENS OF TPACK FRAMEWORK. Pakistan Journal of Educational Research, 5(2). https://doi.org/10.52337/pjer.v5i2.527