Abstract:
This study was designed to examine Techno-pedagogical Content Knowledge of Preservice
Undergraduate Preservice Teachers based on their demographic Variables in Tanzania. Basically, the
study investigated perceptions Sokoine University of Agriculture teacher students on their knowledge
with regards to the integration of ICT in their instructional practices. Descriptive, comparative and
correlational analyzes were carried out using SPSS version 23. The non-probabilistic sample consisted
of 404 Preservice Undergraduate Preservice Teachers from the Sokoine University of Agriculture in
Tanzania. A recently constructed TPACK tool by Paidican (2019) was used as a data collection
instrument. The results show that preservice teachers had higher levels of pedagogical and content
knowledge compared to technical knowledge. Female prospective teachers showed higher levels of
knowledge in the Technological Knowledge, Pedagogical Knowledge and Content Knowledge
subscales. In addition, a positive correlation between the variables studied was confirmed. The analysis
of the results showed that the prospective teachers appear to believe that they have a good level of
knowledge with regard to the TPACK domains, i.e., content, pedagogy, and technology. However,
most teachers perceived themselves as not able to integrate their TPACK knowledge in order to design
and implement meaningful ICT-based interventions in their classrooms. Statistically significant
differences were also recorded in relation to teachers’ factors, i.e., sex, years in the University, and
their subjects in education. |
Keywords:
Knowledge of teachers, educational technology, Technology, Pedagogy and Content
Knowledge, and Integration of technology |
