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Impact of technological pedagogical content knowledge on teachers’ digital

proficiency at classroom in higher education institution of Pakistan

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DOI: 10.1108/ITSE-11-2020-0222

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Pedagogical
Impact of technological content
pedagogical content knowledge on knowledge

teachers’ digital proficiency at

classroom in higher education
institution of Pakistan Received 10 November 2020
Revised 16 January 2021
Accepted 23 January 2021
Rabia Aslam and Najmonnisa Khan
Shaheed Zulfikar Ali Bhutto Institute of Science and Technology, Karachi, Pakistan
Muhammad Mujtaba Asad
Sukkur IBA University, Sukkur, Sindh, Pakistan, and
Ushaque Ahmed
Shaheed Zulfikar Ali Bhutto Institute of Science and Technology, Karachi, Pakistan

Abstract
Purpose – This paper aims to address the relationship of teachers’ technological pedagogical content
knowledge (TPACK) and their technology proficiency according to the International Society for
Technology in Education Standards for Teachers (ISTE-ST) in public and private universities of
Karachi, Pakistan.
Design/methodology/approach – Quantitative approach with survey research design was used. In
total, 520 teachers of public and private universities were selected on the basis of simple random sampling
technique. Data was collected through questionnaire distribution.
Findings – Strong significant correlation was found between teacher’ TPACK and teachers’ technology
proficiency, teachers’ ability to engage in professional development and teachers’ ability to promote digital
citizenship and responsibilities in students.
Originality/value – TPACK and ISTE-ST are used for effective teaching. TPACK is used to measure
teachers’ ability to integrate technology in their teaching, while ISTE-ST is used to measure the proficiency
technology integration. This study is unique as it discusses the relationship of TPACK and ISTE-ST
framework in term of teachers’ ability to promote digital citizenship and responsibilities in students and
teachers’ ability to engage themselves in professional development program.
Keywords Higher education, Communication technologies, Blended learning, Digital learning
Paper type Research paper

Introduction
Great teachers are those who not only have a clear understanding of the topic but also help
students to understand the critical material by using the most suitable approaches. These
teaching approaches are important tools for teachers in the classroom (Aslam et al., 2020;
DeSantis, 2016). Best teachers change their behaviour and line up their subject knowledge with
teaching techniques according to the classroom needs. This may include student preferences,
available resources in the teaching space, standards for curriculum and parental support. Interactive Technology and Smart
Education
Teachers respond to a wide range of students’ need by using their content knowledge and © Emerald Publishing Limited
1741-5659
pedagogical skills (Darling-Hammond, 2012). DOI 10.1108/ITSE-11-2020-0222
ITSE Teachers are expected to use technology in their teaching along with their subject and
pedagogical knowledge (Johnson et al., 2014). Guma et al. (2013) revealed that the
innovations brought about by information communication and technology (ICT) including
e-learning, quick access to information, online registration and reduced hardcopies, is a new
trend in learning, used and integrated effectively by teacher staff as it has an impact on
teacher’s professional knowledge. It has chances of enhancing integration of the teaching-
learning process with ICT. ICT application brings improvement in quality teaching and
subject under learning (Jamil and Rasheed, 2017). According to Hennessy et al. (2010), the
use of ICT and pedagogical implications for teachers’ professional development bring
schooling within developmental contexts into the technological century. There has been a
huge emphasis on employing ICT for academic purposes in Pakistan especially from
elementary level in Punjab (Ali et al., 2015; Iqbal et al., 2014).
The accreditation process is considered as an effective measure to process guidance and
mechanisms to assure the quality education as being pivotal for national development much
like economic and socio-cultural advancement for a state (Aslam et al., 2020). To achieve the
above purpose, an authority was established namely, “National Accreditation Council for
Teacher Education, NACTE” (Dilshad and Iqbal, 2010; Policy and Planning Wing, 2009).
Pakistan Ministry of Education developed “National Professional Standards for Teachers in
Pakistan” with the collaboration of UNESCO and USAID, a guideline for teacher educators.
Standard 7 focuses on ICT and suggest teacher educators to furnish tutors with skills to use
hardware and software technologies (Huma, 2013).
Educational technology has created a necessity for teachers to train themselves with
technical skills (Huma, 2013). Mishra and Koehler (2006) developed a framework of
Technical, pedagogical and Content Knowledge (TPACK), which is used to measure the
teachers’ knowledge about integrating technology in their teaching. This framework
describes the expertise of teachers who are integrating technology effectively in their
teaching. Another structure developed by the “International Society for Technology in
Education (ISTE) and entitled ISTE Teacher Standards (ISTE-ST)” defines the skills,
needed for teachers to integrate technology in their teaching (Aslam et al., 2020). Both of
these structures can be used to design curricula which would help teachers to acquire
content knowledge, pedagogical knowledge and technological skills throughout their
careers.
Although these frameworks have been used to design curricula for teaching, yet no
studies have established whether there is an association between them. It is assumed that
teachers who have TPACK would likely be proficient in using technology in their teaching,
according to ISTE-ST, if the teachers’ TPACK is associated with teachers’ proficiency in
ISTE-ST, both the models will be value-added. Curriculum designers can validate and use
these templates in their curriculum designs. It could also provide an opportunity to focus on
the accuracy of both models if the models are not associated then it could be converted
research into the best techniques for teacher training to incorporate technology into their
teaching.

Research objectives

to explore the relationship between teachers’ TPACK and teachers’ technology
proficiency as defined by ISTE standards for teachers;

to find the relationship between teachers’ TPACK and teachers’ engagement in
professional development program as described by ISTE standards for teachers;
and

to find the relationship between teachers’ TPACK and teachers’ teachers’ ability to Pedagogical
promote digital citizenship and responsibilities as described by ISTE standards for content
teachers.
knowledge

Literature review
Technology acceptance in a digital-age
The digital-age term is widespread for authors in a current period of education (Aslam et al.,
2020; Brown, 2013; Garcia, 2018). It has not been so far when a computer will become ubiquities
in schools and homes, and different variety of terminologies will be used like internet era,
information era, knowledge and the digital era. The ISTE-2008, International Society for
Technology in Education, is aimed at advancing the effective use of standard technology for
students, teachers, instructional coaches and administrators, and refers to the current education
period as digital-age because it is shifting learning culture from teaching based and individual
learning to participatory learning model (Education, 2010; Kaplan and Owings, 2013).
Additionally, the digital era in education is boosting and shifting a learning culture from an
instruction based or individualistic model of learning towards learning-based or hands-on
model of learning. A well-known philosopher Brown (2013), in wisdom culture, defines “the
primary difference between the teaching-based approach to education and the learning-based
approach is that in the first case the culture is the environment, while in the second case, the
culture emerges from the environment – and grows along with it” (p. 15).

Teachers’ technological pedagogical content knowledge

The TPACK model is originated from the model of teachers’ awareness (Shulman, 1986).
The model of Shulman defined information possessed by teachers’ effectively managing
complex dynamics in the classroom. Three large categories of knowledge possessed by
efficient teachers were established in his work. Content knowledge (CK), is the “information
that teachers have about the topic they are teaching”. The pedagogical knowledge (PK)
relates to teachers “methods to teach their students”. Another area of knowledge defined by
Shulman is, Pedagogical Content Knowledge (PCK), which is referred to as the best
appropriate strategies for teaching particular concepts within the subject area of a given
teacher. According to Shulman, teachers are likely to be successful in all area, who have
high levels of content knowledge, pedagogical knowledge, and pedagogical content
knowledge.
Shulman’s theory brings an innovative change in educational practices in the classroom
(Johnson et al., 2014). Mishra and Koehler (2006) compensated by adding a third major
category of teacher knowledge to complement Shulman’s model of teacher knowledge. This
category was titled Technical Awareness. The resulting model TPACK includes the
understanding of the teachers about how to integrate technology in their teaching. This
framework added the original theory of Shulman to “technical knowledge (TK)”, as well as
“technological pedagogical knowledge (TPK)” and “technological content knowledge (TCK)”.
The TPACK framework of Mishra and Koehler recommends that effective teachers have the
subject knowledge, appropriate teaching skills and technological competencies to help their
students to achieve learning outcomes. For example, a science teacher might draw her
knowledge of science content to find the problem-solving skills, a pedagogical skill may involve
small group activities, and her science-related software and technology knowledge to design an
activity in which students can work in a small group to find the answers of a problem. Figure 1
shows the TPACK system for Mishra and Koehler (2006).
ITSE

Figure 1.
The TPACK
framework

TPACK is a leading framework used to identify the skills that teachers need in their
teaching to incorporate technology (Koehler et al., 2014). It is the key indicator to define the
ability of teachers to integrate technology in their teaching (Chai et al., 2013). It is shown that
the possession of high levels of TPACK is both a valuable and achievable objective for
teachers (Zipke, 2018). To explain what successful teachers know about their disciplines,
strategies and innovations, TPACK serves as an essential basis.
Although in multiple studies, the TPACK model has been successfully applied (Stapf and
Martin, 2019), but still, it is a matter of critique. A number of the basic assumptions of
TPACK were questioned by Graham (2011). These criticisms included a lack of agreement
on the original definitions of CK, PK and PCK by Shulman, uncertainty about the definition
of the new knowledge, and lack of evidence demonstrating interactions between the
innovative categories of knowledge. Stapf and Martin (2019) discussed that the information
might not be different from each other, and the TPACK model unreasonably over
complicates the essence of incorporation of technology in the classroom. Various studies
included lesson plan, work samples and success items from teachers to determine the
teachers’ TPACK (Koehler et al., 2014). However, less is known about the links between the
TPACK of teachers and their competencies described by the ISTE-ST.

Teachers’ technological pedagogical content knowledge and teachers’ technology competency

The International Society for Technology in Education standards for teachers (ISTE-ST)
describes the competencies of teachers who integrate technology into their teaching. This
society created standards for teachers in 2000, which was updated in 2014 (Trust, 2018).
ISTE standards are for all teachers of all grade levels and for all discipline, and it sets the
basic criteria of technology integration [International Society for Technology in Education
(ISTE), 2014; Aslam et al., 2020]. The ISTE standards for teachers include facilitating and
inspiring student learning and creativity, designing digital age assessment and learning Pedagogical
experience, modelling digital age learning, promoting digital citizenship and responsibility content
and engaging leadership (Aslam et al., 2020; Trust, 2018). Standards that offer teachers with
particular explanations of the directed performances are incorporated within each norm.
knowledge
Taken together, the instructional activities of outstanding classroom technology integrators
are outlined by these principles.
Many teachers have been guided by the significance of training to master the skills listed
in the teachers’ standards of ISTE to incorporate the expertise and knowledge contained in
the ISTE-ST into the curriculum of teacher educations. Ozudogru and Ozudogru (2015)
found that ISTE-ST aligned educational technology courses could help teachers to adopt a
positive approach to integrate technology and enhance their knowledge of educational
technologies. For teacher training programme, the skills and expertise contained in the
ISTE-ST are a credible target. Similarly, Basham et al. (2012) used a variety of instructor
tutorials and exercises and found a major improvement in their ability to use the ISTE-ST-
designated skills.
Teachers have been inspired by the rapid speed of development of classroom technology
to design such curricula that enable them to learn to incorporate technologies throughout
teaching. While the mechanisms used to promote the TPACK and ISTE-ST skills of pre-
service teachers are varied, most teacher education systems have similar features. Kleiner
et al. (2007) conducted a national analysis on the teacher certification programme and found
that 85% of teaching training program included educational, technological coursework,
while 93% included a program on educational technology. Furthermore, Kleiner et al. (2007)
found that during the field experiences of pre-service teachers, 79% of teacher training
programme incorporated instructional technology teaching. Although the content covered is
misleader with the content that is needed by the teachers in the classroom (Foulger et al.,
2017). A well-designed teacher may help to train new teachers to incorporate technology
effectively in their lesson (Baran et al., 2019; Foulger et al., 2017).

Technology role in promoting professional development

To increase technology integration with student learning, Professional development
training must cope needs of a teacher in enhancing student learning by the diffusion of
increased practice and habit of technology-assisted teaching and learning among the
students by a teacher (Potter and Rockinson-Szapkiw, 2012). Overbaugh and Lu (2018)
found that increased confidence in Technology integration and more experimentation with
technology to integrate lessons in a classroom has developed self-efficacy and leadership
quality, more cooperation and collaboration among the teacher and colleagues in a
classroom. It results in a conducive climate for learning and teaching perspectives as more
sharing of work is practised (Terashima, 2019).

Technology role in promoting digital citizenship

A digital citizen is generally identified as people using the internet regularly in an
effective manner (Mossberger et al., 2007; Schuler, 2001). ICT and digital tool
revolutionizing the digital era, are aimed at creating digital citizens out of the digital
society. To have a positive impact, a digital citizen must fathom socio-technological
issues, have a legal behaviour, positive attitude towards technology and safe usage of
technology towards support collaboration, productive learning and to exhibit
leadership for digital citizenship (Isman and Canan-Gungoren, 2014; Ribble, 2018).
Digital citizenship means the ability to use technology competently, interpret digital
content and assess its credibility and make safe choices online, is aimed at protecting,
ITSE educating and empowering the digital citizens. Student learning and academic
performances, student environment, behaviour and student life outside the school are
key factors to make students digital citizens for looking 21st-century digital citizenship
under the three keys of education, empowerment and protection (Manzuoli et al., 2019;
Ribble, 2018).
TPACK and ISTE-ST are identified to increase the significance of future teachers
(Johnson et al., 2014). Both models proposed criteria for educators to design curricula that
help new teachers to face the challenges of the new era and foster their students according to
the need of the 21st century. Though the behaviour and characteristics of the successful
integration of both the models in the classroom have studied, yet there is no established
relationship between these two frameworks (DeSantis, 2016). Therefore, the present study
discusses the relationship between TPACK and ISTE-ST in term of teachers’ ability to
promote digital citizenship and responsibilities in students and teachers’ ability to engage
themselves in a professional development program.

Research methodology
The purpose of this quantitative study was to examine the relationship between teachers’
TPACK and their technology proficiency as described by ISTE standards for teachers. The
survey research design was used in this study. Teachers of all public and private
universities of Karachi, Sindh were included as research population. Six hundred
questionnaires were distributed to the teachers of public and private sector universities by
using simple random sampling technique, 520 questionnaires were returned, so the response
rate was 86.6%. Out of 520 participants, 26% were female teachers and 74% were male
teachers. In total, 67% teachers were from the private sector, and 33% were from public
sector university. The researcher used a survey procedure to collect data which was
quantitatively analysed.
A teacher survey questionnaire was used for data collection. The questionnaire
comprised three sections. Demographic information such as gender, educational
background, teaching experience, staff development training was included in Section 1.
Section 2 was about teachers’ TPACK adapted from Schmidt et al. (2009), consisting 23
items based on five points Likert scale. Section 3 items were about teachers’ technology
proficiency as described by ISTE standards. Teachers’ proficiency consisted of 2 standards
of ISTE-2008 (adopted from Sam, 2011). These standards were used to obtain information on
teachers’ level of professional knowledge and were based on teachers’ ability to promote
digital citizenship and responsibilities in students and teachers’ ability to engage themselves
in a professional development program. Each standard consisted of four items based on a
five-point Likert scale.
The validity of the instrument for this study was established by professionals in
educational technology by allowing them to review the instrument. Reliability of the
instrument was established with the Cronbach’s Coefficient of reliability of 0.901. Table 1
displays the reliability of the instrument.
Furthermore, data was analysed by using SPSS. Correlation analysis was done to
find the relation of teachers’ TPACK and their technology proficiency as described by
ISTE standards for teachers’ ability to promote digital citizenship and responsibilities
in students and teachers’ ability to engage themselves in a professional development
program. Linear regression was run to find the effect of TPACK on teachers’ technology
proficiency.
Findings Pedagogical
Relationship of teachers’ technological pedagogical content knowledge with teachers’ content
technology proficiency as described by ISTE standards knowledge
The first research objective of this study was about to find the relationship of teachers’
TPACK and their technology proficiency as described by ISTE standards for teachers
in term of teachers’ ability to promote digital citizenship and responsibilities in
students and teachers’ ability to engage themselves in a professional development
program. As the responses exhibited normal distribution, the data were analysed with a
parametric test. The Pearson correlation coefficient was used to see whether teachers’
TPACK are significantly related to their technology proficiency.
Table 2 shows the correlation between teachers’ TPACK and their technology
proficiency as described by ISTE standards for teachers with its two constructs. Analysis of
the sample found that teachers’ TPACK has a very strong positive significant correlation
with teachers’ technology proficiency (r = 0.950, p = 0.000). Strong, positive, significant
correlation was found between teachers’ TPACK and 1st construct, i.e. teachers’ ability to
promote digital citizenship and responsibilities in students (r = 0.732, p = 0.000). The
correlation between the teachers’ TPACK and 2nd construct, i.e. teachers’ ability to engage
themselves in the professional development program was also positive, significant but
moderate (r = 0.535, p = 0.000).
Result of linear regression analysis of teachers’ TPACK with teachers’ technology
proficiency is shown in Table 3. Teachers’ TPACK in private and public universities was a

S. No. of Alpha
no. Domain items reliability

1 Teachers’ TPACK 23 0.864

2 Teachers’ ability to promote digital citizenship and responsibilities in 4 0.916
students
3 Teachers’ ability to engage themselves in professional development 4 0.908
programs Table 1.
4 Total 31 0.901 Alpha reliability

Domain Correlation analysis TPACK

Teachers’ technology proficiency Pearson correlation 0.950**

Sig. (2-tailed) 0.000
N 260
N 260
TPACK
Promote digital citizenship and responsibilities in students Pearson correlation 0.732**
Sig. (2-tailed) 0.000
N 260
TPACK Table 2.
Engage in professional development program Pearson correlation 0.535**
Sig. (2-tailed) 0.000
Correlation between
N 260 teachers’ TPACK
and technology
**
Note: Correlation is significant at 0.05 level (2-tailed) proficiency
ITSE significant effect (R2 = 0.430, p < 0.05) on teachers’ technology proficiency. Teachers’
TPACK explained 43% change in teachers’ technology proficiency. Positive regression
coefficient “B” value in Table 3 indicates teachers’ TPACK and teachers’ technology
proficiency both are directly related with each other, as the university teachers integrate
TPACK in their teaching, the technology proficiency` of teachers will also be changed.
Result of linear regression analysis of teachers’ TPACK with teachers’ ability to promote
digital citizenship in students is shown in Table 4. Teachers’ TPACK in private and public
universities was a significant effect (R2 = 0.316, p < 0.05) on teachers’ ability to promote digital
citizenship and responsibilities in students. Teachers’ TPACK explained 32% change in
teachers’ ability to promote digital citizenship and responsibilities in students. Positive
regression coefficient “B” value in Table 4 indicates teachers’ TPACK and Teachers’ ability to
promote digital citizenship and responsibilities in students are directly related with each other,
the more teachers of universities integrate TPACK in their teaching, the more will be the digital
citizenship and responsibilities in students.
Result of linear regression analysis of teachers’ TPACK with teachers’ ability to engage
themselves in the professional development program is shown in Table 5. Teachers’
TPACK in private and public universities was a significant effect (R2 = 0.232, p < 0.05) on
teachers’ ability to engage themselves in the professional development program. Teachers’
TPACK explained 23% change in teachers’ ability to engage themselves in the professional
development program. Positive regression coefficient “B” value in Table 5 indicates teachers’

Unstandardized coefficient Standardized coefficient

Model R R2 B Std. error Beta t sig
Table 3. (Constant) 0.730a 0.430 2.437 0.245 9.940 0.000
Predictors of teachers’ TPACK 0.630 0.055 0.479 5.935 0.000
teachers’ technology
proficiency Notes: aDependent Variable: Teachers’ Technology Proficiency. *p < 0.05

Table 4. Unstandardized coefficient Standardized coefficient

Predictors of Model R R2 B Std. error Beta t sig
teachers’ ability to (Constant) 0.540a 0.316 2.525 0.276 9.159 0.000
promote digital teachers’ TPACK 0.279 0.071 0.340 3.928 0.000
citizenship in
students Notes: aDependent Variable: Teachers’ ability to promote digital citizenship in students. *p < 0.05

Table 5. Unstandardized coefficient Standardized coefficient

Predictors of Model R R2 B Std. error Beta t sig
teachers’ ability to a
(Constant) 0.482 0.232 2.528 0.262 9.656 0.000
engage themselves in
teachers’ TPACK 0.403 0.067 0.482 5.973 0.000
professional
development Notes: aDependent Variable: Teachers’ ability to engage themselves in professional development
program program. *p < 0.05
TPACK and teachers’ ability to engage themselves in professional development program both Pedagogical
are directly related with each other, the more teachers of universities will integrate TPACK in content
their teaching, the more they will engage in professional development programs.
knowledge
Discussion
Technology integration provides opportunities for teachers to enhance their professional
knowledge. The study revealed the strong positive correlation of teachers’ TPACK with
teachers’ technology proficiency as described by ISTE standards. The result of linear
regression analysis reported a statistically significant impact of teachers’ TPACK on
teachers’ technology proficiency. The present study finding supports the finding that the
teachers’ ability to promote digital citizenship and responsibilities in students have a
significant and positive relationship with teachers’ TPACK (Garcia, 2018; Manzuoli et al.,
2019; Terashima, 2019). The positive correlation allow probability to create innovative
techniques to promote digital citizenship and responsibilities in students (Chou et al., 2019).
The more teacher will integrate TPACK in teaching, the more digital citizenship in students
will be produced (Overbaugh and Lu, 2018; Ribble, 2018).
It is also confirmed that the teachers’ ability to engage themselves in a professional
development program with teachers’ TPACK has a positive relationship (Sarah, 2010;
Scherer, Siddiq and Tondeur, 2019; Sweeney et al., 2017; Whitelock et al., 2011).
Technologically enhanced, especially internet-based formative assessment tools support
teachers to easily collect and analyse the data in student assessment and make instructional
decisions based on that data (Martin et al., 2016).
Furthermore, the study identifies from the result that the overall model is significant, and it also
confirms the study which indicates that TPACK integration has a significant effect on teachers’
technology proficiency (Guma et al., 2013). The more teacher will integrate TPACK in teaching, it
will not only effect on students achievement but also teacher themselves will be competent, and
their own professional knowledge will be increased (Ali et al., 2015; Iqbal et al., 2014).

Conclusion and recommendations

The study examined the impact of TPACK integration on teachers’ technology proficiency
with reference to ISTE-Standards for teachers in public and private universities of Karachi. The
technology proficiency of teachers was further categorized as teachers’ ability to promote
digital citizenship and responsibilities in students and teachers’ ability to engage themselves in
a professional development program. In the light of the finding of the study, it can be concluded
that teachers’ TPACK plays a vital role to promote digital citizenship and responsibilities in
students, and it also helps teachers to engage themselves in a professional development
program. These both factors directly impact on teachers’ technology proficiency when TPACK
integrate with teaching. As this era is called the technology advancement era, it is highly
recommended that teachers should be competent to integrate ICT in their teaching and for this
government should provide sufficient funds to establish computer laboratories in schools and
the responsibility of education minister to arrange a sort of training for teachers to use ICT
integration effectively in the teaching process. Trainer should develop a follow-up plan for the
implementation of ICT in teaching methodology. Furthermore, curriculum designers can also
validate and use these templates of TPACK and ISTE standard in their curriculum designs.
This study was limited to university teachers, can be replicated with primary or secondary
school teachers. Furthermore, application of TPACK and ISTE-ST in different subjects is also
recommended for future research. This research was quantitative in nature, for the future; it is
also recommended to conduct observation and interviews for a better understanding of the
phenomena.
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Further reading
Overbaugh, R. and Lu, R. (2008), “The impact of a NCLB-EETT funded professional development
program on teacher self-efficacy and resultant implementation”, Journal of Research on
Technology in Education, Vol. 41 No. 1, pp. 43-61.
Sanchez-Prieto, J.C., Huang, F., Olmos-Miguelañez, S., García-Peñalvo, F.J. and Teo, T. (2019),
“Exploring the unknown: the effect of resistance to change and attachment on mobile adoption
among secondary pre-service teachers”, British Journal of Educational Technology, Vol. 50 No. 5,
pp. 2433-2449.

Corresponding author
Muhammad Mujtaba Asad can be contacted at: m.mujtaba@iba-suk.edu.pk

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