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EXPLORING THE RELATIONSHIP BETWEEN DIGITAL LITERACY SKILLS AND TECHNOLOGICAL PEDAGOGICAL AND CONTENT KNOWLEDGE TPACK AMONG SECONDARY SCHOOL TEACHERS

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19 Pages : 196-206

http://dx.doi.org/10.31703/gssr.2022(VII-II).19      10.31703/gssr.2022(VII-II).19      Published : Jun 2

Exploring the relationship between digital literacy skills and Technological Pedagogical and Content Knowledge (TPACK) among secondary school teachers

Abstract

    There is an increasing demand for teachers to present technological pedagogical and content knowledge (TPACK) in their classrooms with the help of their digital literacy skills (DLS). Though the teachers at the secondary school level are provided with digital gadgets, however, the teachers are still struggling with the use of digital tools during the teaching-learning process. Lack of digital literacy might be the cause of this reluctance, so the current study aims to explore the relationship between the digital literacy skills of teachers with respect to Technological, Pedagogical and Content Knowledge (TPACK).Data was collected from four hundred school teachers through Digital Literacy Scale (DSL) and TPACK inventory. The results indicate a low level of digital literacy and knowledge of TPACK, identified through descriptive statistics.However, a significantly positive relationship was identified through a significant correlation relationship ((r =.587, p equal or less then .001) between both variables.On the basis of results, more trainings are recommended for teachers on both digital literacy and content pedagogy.

    Technological, Pedagogical and Content Knowledge TPACK, digital pedagogy, Digital Literacy (DL)

    (1) Ruzina khan
    MPhil Graduate, Department of Education, University of Management and Technology Lahore, Punjab, Pakistan.
    (2) Fariha Gul
    Assistant Professor, Department of Education, University of Management and Technology Lahore, Punjab, Pakistan.
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Cite this article

APA

    APA : khan, R., & Gul, F. (2022). Exploring the relationship between digital literacy skills and Technological Pedagogical and Content Knowledge (TPACK) among secondary school teachers. Global Social Sciences Review, VII(II), 196-206. https://doi.org/10.31703/gssr.2022(VII-II).19

CHICAGO

    CHICAGO : khan, Ruzina, and Fariha Gul. 2022. "Exploring the relationship between digital literacy skills and Technological Pedagogical and Content Knowledge (TPACK) among secondary school teachers." Global Social Sciences Review, VII (II): 196-206 doi: 10.31703/gssr.2022(VII-II).19

HARVARD

    HARVARD : KHAN, R. & GUL, F. 2022. Exploring the relationship between digital literacy skills and Technological Pedagogical and Content Knowledge (TPACK) among secondary school teachers. Global Social Sciences Review, VII, 196-206.

MHRA

    MHRA : khan, Ruzina, and Fariha Gul. 2022. "Exploring the relationship between digital literacy skills and Technological Pedagogical and Content Knowledge (TPACK) among secondary school teachers." Global Social Sciences Review, VII: 196-206

MLA

    MLA : khan, Ruzina, and Fariha Gul. "Exploring the relationship between digital literacy skills and Technological Pedagogical and Content Knowledge (TPACK) among secondary school teachers." Global Social Sciences Review, VII.II (2022): 196-206 Print.

OXFORD

    OXFORD : khan, Ruzina and Gul, Fariha (2022), "Exploring the relationship between digital literacy skills and Technological Pedagogical and Content Knowledge (TPACK) among secondary school teachers", Global Social Sciences Review, VII (II), 196-206

TURABIAN

    TURABIAN : khan, Ruzina, and Fariha Gul. "Exploring the relationship between digital literacy skills and Technological Pedagogical and Content Knowledge (TPACK) among secondary school teachers." Global Social Sciences Review VII, no. II (2022): 196-206. https://doi.org/10.31703/gssr.2022(VII-II).19