Mane, M. S. B. (2025). Teachers’ readiness based on TPACK and educational technologies used in teaching practices. International Journal of Multidisciplinary Collaborative and Empirical Research, 7(3), 260-290. https://www.ijmcer.com/wp-content/uploads/2025/05/IJMCER_O0730260290.pdf

Abstract:

“This study explores the teachers’ readiness and technology integration in the classroom.  Investigating teaching practices, the frequency of technology use inside the classroom, confidence in integrating  technological, content, and pedagogical knowledge, and technology’s impact on learning outcomes. The study employed a quantitative descriptive correlational design, adopting the standardized survey questionnaire TPACK of Mishra and Koehler’s (2006), anchoring the 4-point Likert Scale to analyze how ready teachers are from Dila Elementary School and Balibago Elementary School in the Division of Santa Rosa for the integration of technology inside the classroom. Data were analyzed using descriptive and inferential statistics. The findings of the study revealed that the 74 teachers involved in the survey showed strong pedagogical (m=3.500 – strongly agree) and content knowledge (m=3.3322 – strongly agree), where teachers feel slightly lower confidence in social studies with 3.28. The technological knowledge (m=3.1916 – agree) suggest that teachers rely more on traditional digital tools and less on interactive or student-centered tools like LMS and digital quizzes. Some express limited exposure to diverse digital tools, indicating the prospect for concentrated upskill and technology used in classrooms.  The findings also showed weak and non-significant relationships (|r| < .20, p > .05) for most variable pairs. The demographic factors, such as age, experience, and education, were not strongly correlated with content and pedagogical knowledge. Interestingly, most respondents showed that they were eager to learn and often used inexpensive devices in their lessons, like multimedia tools and interactive TV, to name a few. The study also found that professional development is crucial in strengthening teachers’ technology integration skills. Teachers who had participated in focused training programs noted more confidence and increased technology usage in the classroom. However, teachers with longer years in teaching could also mean require more support in integrating newer technologies especially as professional development in digital tools may evolved over time.  Disparities in training quality and accessibility to digital resources were noted as persistent issues. In the end, this study offers valuable insights for educators, school leaders, and policymakers seeking to empower teachers in creating dynamic, tech-enhanced learning environments. By supporting continuous professional development and fostering a culture of innovation, schools can ensure that technology can improve student learning outcomes.”