Investigating teachers' TPACK, design and implementation of ICT integrated lessons

Teachers are envisioned to integrate Information and Communication Technology (ICT) as a lever in creating learning environments that promote and improve students’ 21st Century Competencies (21CC) (Roussinos & Jimoyiannis, 2019; MOE, 2023a). Seow et al. (2020) caution that technology itself will not transform teaching and learning. Rather, what is more pertinent is how teachers integrate their ICT knowledge through their techno-pedagogical practices. The literature suggests that concerns remain regarding teachers’ use of ICT for teaching and learning in classrooms (Chai et al., 2013; Koh, 2019; Niederhauser et al., 2018; Schmid et al., 2021; Staus et al., 2014).

The Technological, Pedagogical, and Content Knowledge (TPACK) framework was conceived to elucidate the complex knowledge required by teachers to effectively integrate ICT into lessons (Mishra & Koehler, 2006). To understand the level of teachers’ TPACK, studies often rely on self-reported quantitative data through surveys to report their ICT knowledge or TPACK development (Choy & Ng, 2015; Koh et al., 2013; Tou et al., 2020). Relying solely on self-reporting data might be insufficient, as it may not capture the entire picture or nuance. Teachers’ perceptions or self-reported TPACK might not align with their actual practice. The lack of evidence based on examining teachers’ TPACK ICT integration practices and a high reliance on self-reporting for TPACK development assessment are deemed notable deficiencies in TPACK research (Koehler et al., 2012; Niess, 2005; Staus et al., 2014).

The purpose of this study is to investigate teachers’ TPACK and understand how teachers integrate technology into their practice by examining their lesson design and enactment. This will also allow for the examination of how the TPACK of teachers aligns or misaligns with their ICT integration practices. The study uses the TPACK theory as a framework and analytical lens. TPACK Design Scaffolds (DS) have been suggested to support teachers’ TPACK development (Koh, 2019). Hence, this study engaged a group of three teachers in an eight-session professional development (PD) program to observe and examine their ICT integration practice through a TPACK DS PD approach.

Four research questions were explored, with empirical evidence collected from three teachers in the TPACK DS PD study. Research Question 1 explored the teachers' TPACK levels and found that teachers generally perceived their TPACK favourably. Research Question 2 examined how teachers integrate ICT, as demonstrated in their lesson design. The findings indicate that although the teachers used a variety of ICT tools, their demonstrated TPACK in lesson design was generally lower than their self-reported TPACK levels. Research Question 3 explored how teachers integrate ICT, as demonstrated in their lesson enactments. Finally, Research Question 4 investigated the alignment between teachers' self-reported TPACK and their demonstrated TPACK in lesson design and enactment. The results of the study suggest a discernible discrepancy between the teachers' perceived TPACK and their ICT lesson design and enactment. This inconsistency infers the necessity for enhanced support structures and PD opportunities, such as the TPACK DS PD, to facilitate a more seamless incorporation of ICT into their pedagogical repertoire. Thereby, fostering a more congruent alignment between their TPACK and actual practice.