A sequential explanatory investigation of TPACK: Indonesian science teachers' survey and perspective

Abstract

This sequential explanatory design aims at exploring science teachers' perceptions of technology integration regarding technological pedagogical content knowledge (TPACK) which focused on quantitative findings (survey) supported by qualitative findings (interview). The study involved 356 respondents for the survey and eight participants for the interview. Descriptive statistics, t-test and ANOVA were used in the quantitative data analysis while for the qualitative data analysis, a thematic process was conducted. Findings show that the science teachers' perception of their technological-based knowledge is lower than non-technological knowledge namely pedagogical and content knowledge. Further, qualitative findings informed in-depth information about technology integration referred to TPACK namely problems in technology integration, advantages of technology integration, students centered learning, knowledge of new technology and its classroom integration, and peer collaboration. Policy recommendation was established for the betterment of ICT integration in instruction, especially for developing countries.