doi: 10.18178/ijiet.2018.8.6.1081
Teachers’ Knowledge and Competence in the Digital Age: Descriptive Research within the TPACK Framework
Abstract
The present study applied the technological, pedagogical, and content knowledge (TPACK) research model to examine proposed factors that may influence an individual teacher’s knowledge on technology, pedagogy, and content at this digital age. These factors refer to background information including age, gender, seniority in teaching career, and qualifications they have as a teacher. Based on quota sampling technique, a total of 333 teachers at vocational high schools in Taiwan took part in this research. The revised TPACK scale was used in this study. Statistical analysis showed that the age and seniority factors produced a significant difference in pedagogical knowledge, while the rest of the factors did not produce a significant difference in the participants’ technological, pedagogical, and content knowledge. The possible reasons for this and suggestions for future studies were discussed.
Keywords
- Technological
- pedagogical
- and content knowledge (TPACK)
- age
- gender
- seniority
- qualification
How to Cite
Liwei Hsu and Yen-Jung Chen, "Teachers’ Knowledge and Competence in the Digital Age: Descriptive Research within the TPACK Framework," International Journal of Information and Education Technology, vol. 8, no. 6, pp. 455-458, 2018. https://doi.org/10.18178/ijiet.2018.8.6.1081
Copyright & License
Copyright © 2018 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).