Predicting mathematics teachers' TPACK using technology access, teacher training, and technology use

Abstract

Technological pedagogical content knowledge (TPACK) has been considered relevant and useful for effective technology integration in education, but it is also influenced by various factors worth investigating. This study examined the relationship between mathematics teachers' TPACK and teacher training, technology access, and technology use. Participants were 125 mathematics teachers from Dar es Salaam, Tanzania who filled in the TPACK survey scale. Descriptive analysis showed that teachers with training, access, and use of technology had higher TPACK than those without. Regressions analysis showed that in-service and pre-service teacher training and the use of technology for administrative activities were significant predictors of TPACK. Surprisingly, instructional use of technology was not a significant predictor of TPACK just as was the case with access to technology. These findings suggest the need to address technology integration beyond the simple provision of hardware and software to include teacher training and actual use.