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
Index Terms—Technological, pedagogical, and content knowledge (TPACK), age, gender, seniority, qualification.
The authors are with National Kaohsiung University of Hospitality and Tourism, Kaohsiung City, Taiwan (e-mail: firstname.lastname@example.org).
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.