© Edel Jemz Ivan D.

Calacala

Background  ICT has a tremendous impact

on education, acquiring and
 Advancements in education
absorbing knowledge for
- dynamic, complex, non-linear
both the educator and the
learner
 Technology
 One of factors contributing to
 Dinc (2017)
change
 technology allows teachers to
visualize content and push
 4-fold role of tech in education
students already accustomed
 part of the curriculum
to technology to become
 instructional delivery system
more engaged with it
 means of aiding instructions
 tool to enhance the entire
 2008 National Education
learning process
Association (NEA) results
 constant change in
 ICT
technology changes make it
 can foster access to education
difficult for teachers to keep
and improve its relevance and
up
quality in an educational
context
 Richard (2013), barriers that
limit teachers from tech
 Asistin et al. (2020)
 lack of resources
 There are drastic changes in
 Lack of time
the landscape of education in
 training on using the
the Philippines
technology
 funding and support
 Basset (2005)
 If schools don’t have tech,
 Alkhawaldeh & Menchaca
they will educate a
(2014)
population of students that
 teachers' lack of ability and
lack the necessary skills, as
confidence hinders the
both the higher education and
integration of technology in
the labor market now require
education
technological abilities to
compete and flourish
 Prasojo et al. (2019)
 internal constraints such as
 Galbreath (2000)
lack of teacher knowledge
 ICT has shifted human
and a reliance on traditional
society from the information
teaching methods restrain the
to the knowledge era
use of technology in
education
 Tinio (2002)

 Mishra and Koehler (2006)
 developed the TPACK Model
to help in enhancing and
improving learning through
technology
 TPACK
 Content Knowledge (CK)
 Pedagogical Knowledge (PK)
 Technological Knowledge
(TK)
 Content Knowledge (CK)
 content of the subject matter
 Pedagogical Knowledge (PK)
 about the teaching and
learning process methods
 Technological Knowledge (TK)
 application, knowledge, and
use of various technology
 Pedagogical Content Knowledge
(PCK)
 knowledge about methods
and pedagogy
 Technological Content
Knowledge (TCK)
 the use and relationship of
content and technology
 Technological Pedagogical
Knowledge (TPK)
 workability of integrating
technology regarding a
chosen pedagogy
 TPACK Framework
 alleviates a productive
approach to many of the
dilemmas that teachers face
© Edel Jemz Ivan D. Calacala
in utilizing education
technology in their
classrooms
 reflects the teacher’s
knowledge of using
technology in classroom
discussions
 is an essential component of
today’s educational system
because it accommodates the
increasing demand for
technology in education
 Kurt (2008)
 technology can be used to
restructure and redesign the
classroom to produce an
environment that promotes
the development of higher-
order thinking skills
 Johnson et al. (2003)
 technology can evoke dreams
in the imaginations of
visionary educators who see
the unlimited potential for
changing traditional teaching
and learning approaches if
technology is employed
effectively
 Sansone et al. (2011)
 discovered using the four
Keller qualities (1987)
 4 Keller Qualities (1987)
 Attention
 Relevance
 Confidence
 Satisfaction

 Shulam (1986)
 Concept of Pedagogical
Content Knowledge was
basis for creating TPACK
 Mishra and Koehler
 technology helps students
and teachers study and teach
 people are using technology
to learn
 Singh et al. (2017)
 believed that educators
should equip themselves with
knowledge and technical
skills and apply technologies
appropriately in their
teachings to produce more
effective teaching and
learning processes
 Janssen et al. (2019)
 successful use of ICT in the
classroom involves
intentional integration of
technology and pedagogical
methods during lesson
preparation
 JISC (2014)
 ICT Literacy is individual
knowledge and skill in
learning and using various
technologies integrated into
education
 Lopez (2003)
 ICT has enabled innovation
in teaching and learning and
breakthroughs in research
into how people learn,
resulting in a rethinking of
the education system
© Edel Jemz Ivan D. Calacala
 ICT Literacy
 prime literacy needed to
handle and improve
individual and classroom
workability with technology
 can contribute substantially
to significant improvements
in the educational system
Theoretical Framework
 Richard & Lochart (1996)
 teaching is a complicated
process involving many
complex processes, such as
material selection, classroom
activity, and many others
 Chamorro & Rey (2013)
 many teachers believe
technology integration helps
them effectively carry out the
learning process and
overcome the teaching and
learning process
 However, teachers become
very dependent on
technology, so the role of
technology becomes
excessive
 Leinhardt & Greeno (1986)
 art of teaching and crafting
content and using a particular
method to teach it induces
complexity that teachers
make upon in their handling

of a learning environment
context
 Simon (1969)
 there is a significant
difference in merely using
essential teaching elements
like chalks and boards
 Turkle (1995)
 suggests that technologies of
today, which are then
digitized and electronic ones,
have their hidden meaning or
agendas and are used as per
their purpose and what the
owner intends to do with
them
 Malik et al. (2019)
 working with computers or
technology, in general, is a
crucial element of today's
teaching and learning
 Craig (2017)
 TPACK is an essential part of
today’s education system
 Mishra and Koehler
 all knowledge lies in specific
contexts, the context changes
slightly with each situation,
and your set of knowledge
shifts to create the learning
environment
 Puentedura (2013)
 The technological tools
employed by educators must
© Edel Jemz Ivan D. Calacala
convey the content and
support the pedagogy to
enhance the learning
experience
 Digital tools may be either a
suitable replacement for
analog tools or used as a
method for delivering content
which may not be possible in
traditional learning contexts
 Niess (2011)
 TPACK is required for
designing, implementing, and
evaluating curriculum and
instruction with technology
Conceptual Paradigm
 Independent variable
 Sex
 Course
 Specialization
 number of Technology-
Related In-Service Training
 Dependent variable
 Extent of utilization of
TPACK
 Challenges encountered in
TPACK
SOP
 SOP 1 (Profile)
 Sex
 Course
 Specialization
 Number of tech-related in-
service trainings
 © Edel Jemz Ivan D. Calacala

 SOP 2 (Extent of utilization of  Academic year

TPACK  2021-2022
 Technological  Sem
 Pedagogical  2nd semester
 Content
 College
 SOP 3 (Challenges encountered)  College of teacher education
 Technological
 Pedagogical  Respondents
 Content  Pre-service teachers

 SOP 4 (Significant relationship)  Population

 Extent of utilization of
TPACK & Sex
 Extent of utilization of
TPACK & Course
 Extent of utilization of
TPACK & Number of
Trainings
 450
Terms
 Pre-service teachers
 4th year students
 pursuing credentials

Hypothesis  utilization
 usage of TPACK
 0.05
 No significant relationship
 challenges
 problems in TPACK
Significance
 technology
 Pre-service teachers  electronic devices
 College of teacher education/
college admin  ict literacy
 Teachers  ability to use tech
 Curriculum-makers
 Students  TPACK
 Parents  a model that helps teachers
 Future researchers consider how their
knowledge domains intersect
to effectively teach and
Scope engage students with
technology
 Location
 UCU in Urdaneta
 CK (Content Knowledge)

 teachers' knowledge of the
subject matter
 PK (Pedagogical Knowledge)
 teachers’ knowledge of the
practices, processes, and
methods regarding teaching
and learning
 TK (Technological Knowledge)
 teachers’ knowledge of, and
ability to use, various
technologies, technological
tools, and associated resource
 PCK (Pedagogical Content
Knowledge)
 teachers’ knowledge
regarding foundational areas
of teaching and learning,
including curricula
development
 TPK (Technological Pedagogical
Knowledge)
 teachers’ understanding of
how specific technologies
can change teaching and
learning experiences
Design
 SIS International
(Quantitative research)
 Using numbers and
quantifying
 involves using
computational, statistical, and
mathematical tools to derive
results
 McCombes (2020)
© Edel Jemz Ivan D. Calacala
Descriptive method
 aims to describe a population,
situation, or phenomenon
accurately and
systematically. It can answer
what, where, when, and how
questions, but not why
questions
Sampling
 General Term
 Probability sampling
 Specific Term
 stratified random sampling
 Probability Sampling
McCombes (2022)
 involves random selection,
making statistical inferences
about the group
 Stratified Sampling
Crossman (2020)
 ensures that subgroups
(strata) of a given population
are each adequately
represented within the whole
sample population
 Formula
 total number of each stratum
was divided by the total
population multiplied by a
constant of one hundred
 Population – 450
 Sample – 108
Instruments
 © Edel Jemz Ivan D. Calacala

 Questionnaire
 Overall - 60 Questions  SOP 2
 30 questions for SOP 2  Average Weighted Mean
 30 questions for SOP 3 (AVM)
 validated by 3 experts in Education
 SOP 3
 Average Weighted Mean
Procedure (AVM)
 Approval and permission from
 SOP 4
admin
 Correlation Coefficient
 Google form floated
(Pearson R) and Chi-Square
 Data was categorized and tallied
 Data presented

Results SOP 1
Ethical  Sex
 Female is 82.4%
 As per the principle of beneficence,
 Male is 17.6
SEC. 16. Rights of the Data Subject
 Accurate Disclosure. Republic act
 Wang 2019
10173 SEC. 13
 teaching has often attracted
 Confidentiality and Anonymity.
more females than males,
Republic act 10173 SEC. 8
leading in women becoming
 Autonomy
the major teaching workforce
 Veracity

 Course
 BECED - 8.33%
 BCAED - 8.33%
 BEED - 7.4%
Stat  BPE - 8.33%
 SOP 1  BSE-FIL - 12.96%
 percentage frequency  BSE-GENSCI - 3.7%
distribution  BSE-MATH - 20.37%
 BSNED - 2.78%
 Lavrakas (2008)  BSE-SOCSTUD - 7.4%
 a percentage frequency  BSE-ENG - 20.37%
distribution is a display of
data that specifies the  Specialization
percentage of observations  Generalist -7.4%
that exist for each data point  Filipino-12.96%
or grouping of data points  General Science-3.7%

 Math-20.37%
 Physical Education-8.33%
 Special Education -2.78%
 Early Childhood Education-
8.33%
 Culture, Dance, Drama,
Music- 8.33%
 Social Studies-7.4%
 English-20.37%
 Number of Trainings
 0-1 is 20.37%
 2-3 is 56.48%
 4-5 is 13.89%
 >5 is 9.26%
 Essien et al. 2016
 the level of attendance at in-
service trainings, seminars
and workshops does not
significantly influence
students’ academic
performance in the subject
Results SOP 2
 Technological
 Highest is “Use technology
to better communicate with
the learners” / 3.59
 Lowest “Able to use heavy-
editing apps (e.g., Adobe
Photoshop, Final Cut, Adobe
Illustrator)”/ 3.26
 Adipat 2021
 COVID-19 pandemic has
greatly broadened the use
and application of online call
programs or otherwise
© Edel Jemz Ivan D. Calacala
known as web-conferencing
apps to teach students
remotely. It allowed students
to learn and be exposed in
these kinds of
communication to continue
their learning
 Calandra 2009
 novice teachers tend to think
more about ‘how’ and ‘why’
in video-editing rather than
fully reflecting and improving
through practice
 Hofer and Swan 2016
 digital image manipulation is
essential uncover important
ideas about perspective and
point of view, making it a
worthy cause to teach
students explicitly
 Pedagogical
 Highest “Can use various
teaching techniques in a
classroom setting” and
“Assess students’ learning
and feedback”/ 3.69
 Lowest “Can adapt my
teaching style to different
learners”, “Evaluating
students’ performance using
various methods and
approaches”, “Make the
contents accessible for
various groups of learners”
3.56
 Munawaroh 2017

 teachers are encouraged to
employ teaching techniques
that are appropriate for the
students' circumstances and
the topic being taught
 University of South Carolina
 it is essential to give
feedback as this improves
students not only when it
comes to their skills, but also
with their capability and
mindset in doing work.
Feedback acts as a learning
and life experience for them
to pursue positive and great
work while throwing away
bad habits in learning
 Rocca 2010
 teachers must be aware of
their students’ participation
as this is a quick show of
their learnability in class. She
also said that teacher
communication styles
obviously impact students,
demonstrating the relevance
of the instructor's role in
fostering student
involvement
 Content
 Highest “Can explain why a
Results SOP 3
particular topic is essential”
and “Can make connections
between the subject I teach
and my daily life” / 3.56
 Lowest “Have a strong
understanding of Maths,
Science, and English” / 3.36
© Edel Jemz Ivan D. Calacala
 Ohi 2007
 teachers strive to actively
develop their knowledge
through certain ways like
observing and working with
their fellow teachers or
gaining access to learning
information
 McBride 2004
 teachers must be wary to
avoid the pitfalls of a one-
size-fits-all curriculum
 Tomlinson 2001
 means delving also in other
fields to initiate and widen
differentiated instruction
that possesses information at
varying levels
 Areas
 Highest pedagogical
 Lowest content
 Krommer 2018
- who refers to pedagogy as
the basics of teaching and is
therefore given more focus
in the curriculum
 technological
- highest “Use papers and
analogs instead of
technology”/ 2.43
- lowest “Do not use online
learning systems like

Schoology or Google
Classroom”/ 1.87
 Craig 2017
- computer-mediated activities
are faster and computer
mediation can take away
human confirmation bias. He
also argued that if a student's
initial interaction with the
theory alone is too far apart
from their re-use of the
theory paired with a
completely digital toolbox,
they may need to be
reacquainted with both
 lester and king 2009
- that students that set in an
online or technological
platform are more cautious in
their attitudes
 Dhawan 2020
- the COVID-19 pandemic
made the education system
more resilient to online
learning, especially in terms
of learning platforms. He said
that amidst the crisis,
education has no other
alternative left other than
adapting to the dynamic
situation and accepting the
change
 pedagogical
- highest “Have difficulty in
leading the class”/ 1.94
- lowest “Do not help students
develop broader
© Edel Jemz Ivan D. Calacala
understandings of new
information”/1.72
 Lodge et al 2018
- difficulties and the
misunderstanding that
frequently arises are more
difficult to notice, manage,
and respond to in digital
learning environments and
big courses than in smaller
group face-to-face settings
- challenges and uncertainty
are necessary in the learning
process, particularly when
pupils are gaining more
nuanced understandings of
complicated topics
 Brown et al 2014
- teachers need to provide
additional support to
students. This, in turn,
provides a conducive and
healthy learning environment
that allow students to explore
and delve in their interests
while acknowledging that
learning is an arduous and
strenuous task but rewarding
once the goal is reached
 content
- highest “Cannot make
connections of the content
with other aspects to explain
the topic further”/ 1.93
- lowest “Cannot work flexibly
with various numbers of
content” / 1.74
 Cox

- connecting topics with other
aspects especially with life
and the real word can make
lessons more meaningful to
students
 stabile 2005
- flexibility is needed to
become an effective teacher.
He said that one of the
components a flexible teacher
must learn is mastery of
content, meaning teachers
must be experts in their own
field of study and are capable
of teaching that content to
learners
 areas
- highest technological
- lowest pedagogical
 johnson et al 2016
- teachers still have a
resistance to technology and
the only way to alleviate it is
through more intensive
trainings
Results SOP 4
 sex & utilization
- no significant relationship
 Altun and Akyildiz (2017)
- gender and sex differences do
not relate one’s capabilities
across all TPACK
dimensions
© Edel Jemz Ivan D. Calacala
 course & utilization
- no significant relationship
 Chua & Jamil
- the variation in course does
not affect capabilities when it
comes to TPACK
 specialization or major &
utilization
- no significant relationship
 Carnabuci and Bruggeman
2009
- one’s specialization do not
affect their capabilities
when it comes to TPACK
 number of training &
utilization
- no significant relationship
 beach 2016
- trainings/ seminars/
workshops are not a solution
for an effective development.
Trainings should stand on
instructional design
principles that perfectly fit
pre-service teachers
Summary SOP 1
 sex
- high, female
 course
- high, bse math & bse eng
- low, bsned
 specialization/ major
- high, math and english

- low, sped
 number of trainings
- high, 2-3 trainings
- low, 4-5 trainings
Summary SOP 2
 high, from pedagogy, "Can
use various teaching
techniques in a classroom
setting" and “Assess
students’ learning and
feedback”
 low, from technology, “Able
to use heavy-editing apps
(e.g., Adobe Photoshop, Final
Cut, Adobe Illustrator)”
Summary SOP 3
 high, from content, “Use papers and
analogs instead of technology”
 low, from pedagogy, “Do not help
students develop broader
understandings of new information”
Summary SOP 4
 no significant relationship between
all
Conclusion
 Most of the respondents were
females with two to three in-service
trainings/ seminars/ workshops
attended
© Edel Jemz Ivan D. Calacala
 The indicators that stated that
respondents can use various teaching
techniques in a classroom setting and
that they can assess students’
learning and feedback were the most
used measure in the extent of use of
the TPACK model in teaching
 The most challenging indicator
encountered when using the TPACK
model in teaching was the indicator
that stated that respondents still use
papers and analogs instead of
technology
 There were no attributes of a
significant relationship between the
utilization of the TPACK model and
the selected profile variables
Recommendation
 Pre-service teachers must attend two
or more trainings/ seminars/
workshops related to the TPACK
model to ultimately help them
prepare in using technology in their
teaching
 Pre-Service Teachers should practice
and explore new technologies in
their teaching strategies as it will
make work faster and more efficient
than using papers and analogs
 Pre-Service Teachers should learn
how to combine technology with
content and pedagogy to utilize
Learning Management Systems such
as Google Classroom, Schoology
and Moodle
 © Edel Jemz Ivan D. Calacala

 More trainings should be allocated to

Pre-service Teachers to enhance their
ability in using heavy-editing apps
such as Adobe Photoshop, Final Cut
and Adobe Illustrator

 There ought to be more research and

development regarding on how the
TPACK model has potential to
provide a new framework for
developing learning experiences for
Pre-Service Teachers