A proposed vision for integrating technologies in education according to the framework of Technological, Pedagogical and Content Knowledge (TPACK)

Abstract

This study aimed to identify teachers' knowledge to integrate technology into education, and then to develop a proposed vision for the development of the integration of technology in the teaching and learning process according to the framework of Technological, Pedagogical, and Content Knowledge (TPACK), from the teachers' perspectives. The descriptive method was used in this study. The study population consisted of 5877 teachers, and a sample of 637 was selected from Al-Kharj Governorate in Saudi Arabia. A questionnaire was designed including four sections: technological knowledge, technological and pedagogical knowledge, technological and content knowledge, and technological, pedagogical, and content knowledge. The results showed that the degree of teachers' knowledge regarding TK and TCK was high, while the degree of their knowledge in TPK and TPACK was medium. The researcher has come up with a proposed vision for the development of integrating technologies into education according to the TPACK framework.