ISSUE | JUNE 2021

TECHNOLOGICAL PEDAGOGICAL CONTENT

KNOWLEDGE (TPACK) APPLICATION OF SENIOR HIGH
SCHOOL
TEACHERS DURING THE NEW NORMAL
LOREEN R. ROA*JESSIE BENOYA*MICHAEL MILLANES
MS MATHEMATICES EDUCATION IN CARAGA STATE UNIVERSITY

ABSTRACT
The Department of Education (DepEd) has stated that it will place a higher
emphasis on multiple learning delivery modalities where the use of technology is
unavoidable. For researchers studying technology integration in learning and teaching,
TPACK (technological pedagogical content knowledge) has evolved as a clear and
valuable construct. In this paper, the researchers will assess which of the seven TPACK
domains requires the greatest attention to increase Distance Learning effectiveness and
efficiency. It showed that BCSHS teachers have an excellent knowledge in all 7
domains of TPACK. The highest level was Content Knowledge (CK) with the net
agreement 97.32% and Technology Knowledge (TK) domain is the one that requires the
most attention with the 78.57% net agreement rating. It is not that the teacher does not
know how to use it, it is about how frequent they integrate technology in teaching.
BCSHS is a young population where 89% of the population was composed of Gen Z
and Millennial, it means most of them were digital native. There are many possibilities
why teachers were less likely to explore and integrate technology. One factor that might
affect their usage of technology it is because most of the participants has only attended
1 training workshop related to techonology.
INTRODUCTION
Amid the public health emergency due to COVID-19, the Department of Education
(DepEd) remains committed to find ways to provide learning opportunities to all Filipino
learners. DepEd announced a greater emphasis on multiple learning delivery modalities
such as blended learning, distance learning, and home-schooling, on top or to replace
face-to-face learning modality (DepEd, 2020).

With this situation, learners and teachers adjusted between the new normal from
traditional education (face-to-face), and the use of technology is emphasized. The 21 st
Century Education is already on its way to maximize the use of technology but because
of the COVID-19 pandemic, education with the integration of technology accelerated
and made a huge difference.

This crisis will test the teachers’ ability to cope up with the situation and enhance
their teaching skills in terms of content, pedagogy, and using the technology.

The pandemic emphasizes the use of technology in education. Learners were

already digital natives. The new generation has spent their entire lives surrounded by
and using computers, videogames, digital music players, video cams, cell phones, and
all the other toys and tools of the digital age (Prensky, 2001). Meanwhile, most of the
teachers were digital immigrants. Those who were not born into the digital world but
have, at some later point in our lives, become fascinated by and adopted many or most
aspects of the new technology (Prensky, 2001). Hence, there is a gap between learners
and teachers.

Teachers mastered their expertise in their respective subject matter and studied
various pedagogical theories in teaching for at least four years during their
baccalaureate degree. Hence, it is certain teachers have Pedagogical Content
Knowledge (PCK). It is how subject matter is transformed for teaching. This occurs
when the teacher interprets the subject matter and finds different ways to represent it
and make it accessible to learners (Shulman, 1986). In Shulman’s (1986) words, this
intersection between the content and pedagogy contains within it ‘‘the most regularly
taught topics in one’s subject area, the most useful forms of representation of those
ideas, the most powerful analogies, illustrations, examples, explanations, and
demonstrations—in a word, the ways of representing and formulating the subject that
make it comprehensible to others’’

Though Shulman’s approach still holds true, what has changed since the 1980s is
that technologies have come to the forefront of educational discourse primarily because
of the availability of a range of new, primarily digital, technologies (Mishra & Koehler,
2006) and with the situation of the New Normal Education due to the COVID-19
pandemic in the year 2020, the role of technology enormously influence the educational
system. These new technologies have changed the nature of the classroom or have the
potential to do so (Mishra & Koehler, 2006). Technology made education more
accessible and comprehensible.

Given the fact that learners were already digital natives and Education faced a crisis,
in which traditional teaching process – face-to-face is prohibited. The researcher will
determine the level of mastery of the teachers in Technological Pedagogical and
Content Knowledge (TPACK) during the educational crisis due COVID-19. With this
knowledge, the researcher will be able to determine the most needed attention for
improvement to have effective and efficient Distance Learning.
CONCEPTUAL FRAMEWORK
The figure shows that teachers used Technological Pedagogical Content
Knowledge (TPACK) and applied it in their teaching style. From the teachers, the
researcher will get the information of their demographic profile and the problems
encountered in terms of the seven (7) domain of TPACK: Content Knowledge,
Pedagogical Knowledge, Technological Knowledge, Pedagogical Content Knowledge,
Technological Pedagogical Knowledge, Technological Content Knowledge and
Technological Pedagogical Content Knowledge (TPACK); with this information the
researcher will make it as a basis in making training design such as seminars,
workshops and trainings.

Figure 1.1. The components of TPACK on Mathematics Teachers as a tool to develop

training design
Methodology
This study looked at how teachers in K-12 classes learn and use technological
pedagogical content knowledge (TPACK) in their teaching-learning experience. To
accomplish this, the researchers employed the descriptive method of research to
identify the problems and challenges encountered by Bayugan City Senior High School
teachers via Distance Learning, whether in technological, pedagogical, and content, or
all three.

The demographic profile of the respondents in terms of age, sex, number of

years of teaching experience, and trainings/seminars on technology integration,
pedagogy, and content, were also taken into account. A survey questionnaire was
utilized to collect data from respondents to assess the issues they experienced in
teaching via distance learning.

The study was carried out in Bayugan City Senior High School. It is located along
the Maharlika highway in P-2 Brgy. Fili, Bayugan City, Agusan del Sur. Bayugan City
Senior High School is the city's largest senior high school. In Academic Track, the
school offered Accountancy, Business and Management (ABM), and General Academic
Strand (GAS). While they offer a variety of options in TVL Track, such as Automotive,
Small Engine, and Shielded Metal Arc Welding (SMAW) in the Industrial Arts Strand;
Beauty Care, Dressmaking, and HRM in the Home Economics Strand; CSS and CP in
the ICT Strand; and Agri-Fishery in the Agri-Fishery Art Strand.

The participants of this study are the Teachers of Bayugan City Senior High
School. The school has a population of 57 teachers, and with the researcher's
calculated sample size of 50 respondents plus the 10% contingency of the sample size,
which is 5, the total needed sample is 55. As a result, the researchers opted to perform
a census rather than a survey. The population of the study is made up of 26 male and
31 female teachers of BCSHS. Because one of the teachers is on maternity leave, only
56 respondents took part in the census. Furthermore, the study used teachers’ self-
assessment of the seven knowledge areas or domains within the TPACK framework.
These knowledge domains are as follows: Technology Knowledge (TK), Content
Knowledge (CK), Pedagogical Knowledge (PK), Pedagogical Content Knowledge
(PCK), Technological Content Knowledge (TCK), Technological Pedagogical Knowledge
(TPK), and Technological Pedagogical Content Knowledge (TPACK). The study utilized
tools published by D. Schmidt, E. Barn and A. Thompson in their study Technological
Pedagogical Content Knowledge (TPACK): The Development and Validation of an
Assessment Instrument. The researchers modified the 75-item test used by Schmidt, E.
Barn and A. Thompson into 32-item test which was designed to measure teachers' self-
assessments of the seven TPACK domains: 7 TK items, 2 CK items, 7 PK items, 3 PCK
items, 3 TCK items, 5 TPK items, and 5 TPACK items. Participants used the following
five-level Likert scale: Strongly disagree, Disagree, Neither agree nor disagree
(Neutral), Agree, Strongly agree. The test also includes sections addressing the
teachers' demographic profile.

Prior to conducting the survey, the researchers had sent a letter to the principal,
seeking permission to conduct the study. This was done to ensure that the school is
willing and committed to take part in the study. After receiving authorization, the
researchers distributed the survey questionnaire to the respondents.

The collected data were tabulated and handled in accordance with the concerns
outlined in this study. The profile of the respondents and the issues experienced by the
respondents in terms of technological integration, pedagogy, and/or content in Distance
Learning were determined using frequency counts, percentage distribution and net
agreement.
DISCUSSION OF THE RESULTS

TPACK of BCSHS Census

The study was conducted in Bayugan City Senior High School in Fili, Bayugan
City. The school a population of 57 teacher and with the computed number of sample by
the researcher – 50 respondents plus the 10% contingency of the sample size which is
5, the total needed sample is 55. With this result the researchers decided to conduct
cencus instead of survey. The population is made of 26 males and 31 females. Since
one of the female teacher is on Materninty leave, only 56 repondents’ data were
collected by the researchers.

The age profile of the respondents as presented in Table 1, shows that 9% of the
respondents belong to Generation Z, 79% belong to Millennial and 13% belong to
Generation X. Presently, the teachercs in BCSHS is consist of mostly Millenials.

Table 1. Age profile of the respondents.

Age Range No. Percent (%)
18-24 (Gen Z) 5 9
25-40 (Millennial) 44 79
41-56 (Gen X) 7 13
57 and above (Baby Boomer) 0 0
Total 56 100

In terms of experience in teaching Table 2, shows that 32% only have at most 3
years experience, 59% have 4-10 years and only 28% have greater than 10 years
experience in teaching. It means that the teachers of BCSHS are mostly new in the
service.

Table 2. Years of teaching of the respondents.

Number of years in Teaching No. Percent (%)

0-3 18 32
4-10 33 59
> 10 5 28
Total 56 100
 In terms of experience in teaching Table 2, shows that 32% only have at most 3
years experience, 59% have 4-10 years and only 28% have greater than 10 years
experience in teaching. It means that the teachers of BCSHS are mostly new in the
service.

Table 2. Years of teaching of the respondents.

Number of years in Teaching No. Percent (%)

0-3 18 32
4-10 33 59
> 10 5 28
Total 56 100

In terms of number of trainings attended in table 3, shows that the average

number of training is 3 in all main domain of knowledge, the Pedagogy, Content and
Technology. The median is 2.5 for Pedagogy, 3 for Content and 2 Technology. It also
showed that most of the teachers of Bayugan City Senior High School has only
attended 1 training workshop in both Pedagogy and Technology domain of knowledge
and there are only 3 training workshop for Content Knowledge.

Table 3 Number of trainings attended of the teachers

  Pedagogy Content Technology

Mean 3.48 3.46 3.3
Median 2.5 3 2
Mode 1 3 1

The researchers used a modified acquire questionnaire to gather the necessary

data to answer the comptence of the teacher in terms of Technological, Pedagogical
and Content knowledge during this eduactional crisis caused by the pandemic, COVID
– 19.

For this analysis, the first step involved counting the number of responses which
shows the level of agreement for each item below from strongly disagree, disagree,
neutral, agree and strongly agree. The percentage of each level of agreement was
computed and took the Net agreement Rating using the given formula:
 Net Aggreement Rating = (Column% of Agree + Column% of Strongly Agree) -
(Column% of Disagree + Column% of Strongly Disagree)
Proponent: Economic Formula

Then, the mean of each domain is taken from the net agreement rating of each
item of the certain domain of the Technological Pedagogical Content Knowledge. The
first domain which is the Technology Knowledge in table 4 shows that the teachers has
shown importance on the use of technology in the teaching learning process and had
learned to operate technology showing skills in the use of technology only that item
number 4 shows about 58.93% net agreement rating which means that teachers have
less time to play around with the technology. Technology knowledge of the participants
shows promising evidence that learning about new educational technologies should be
discerned in this time of pandemic and that the clear connection between the use of the
technology as integration in the Content Knowledge of the teachers as part of the
instructional tool in learning activity.

Table 4: Computation of Net Agreement Rating for Technology Knowledge(TK)

Technology Knowledge Net Agreement Descriptive
Rating Interpretation
(in %)
1. I know how to solve my own technical problems 84.93 Excellent
2. I can learn technology easily. 89.29 Excellent
3. I keep up with important new technologies. 87.50 Excellent
4. I frequently play around with the technology. 58.93 Very Good
5. I can apply different technologies on my subject area
being taught. 83.93 Excellent
6. I have technical skills I need to use technology. 76.79 Excellent
7. I have had sufficient opportunities to work with different
technologies. 69.64 Excellent
Mean 78.57 Excellent
 The second knowledge domain, content knowledge (CK), has a higher net
agreement rating, as shown in table 5, demonstrating that the content knowledge of the
teachers at Bayugan City Senior High School possessed sufficient knowledge of the
subject they taught using various strategies in establishing understanding of the subject
taught.

Table 5: Computation of Net Agreement Rating for Content Knowledge(CK)

Content Knowledge Net Agreement Descriptive
Rating Interpretation
(in %)
8. I have sufficient knowledge about the subjects I
Excellent
taught. 98.21
9. I have various ways and strategies of developing
my understanding of my subjects taught. 96.43 Excellent
Mean 97.32 Excellent

For the Pedagocical Knowledge, third domain of knowledge which refers to the
methods and processing of teaching, the mean shows impressive with 92.86% net
agreement rating which shows that they could perform well in the delivery of the content
of the subject they taught. The participants showed expertise in drawing the
performance of the learner in a classroom. They could easily adapt teaching techniques
based in the current understanding of the students and showed excellent performance
inside the classroom in delivering the content.

Table 6: Computation of Net Agreement Rating for Pedagogical Knowledge(PK)

Pedagogical Knowledge Net Agreement Descriptive
Rating Interpretation
(in %)
10. I know how to assess student performance in a
classroom. 98.21 Excellent
11. I can adapt my teaching based upon what student
currently understand or do not understand.
12. I can adapt my teaching style to different learners. 98.21 Excellent
 13. I can assess student learning in multiple ways. 91.07 Excellent
14. I can use a wide range of teaching approaches in a 91.07 Excellent
classroom setting.
15. I am familiar with common student understandings 89.29 Excellent
and misconceptions.
16. I know how to organize and maintain classroom 87.50 Excellent
management. 94.64 Excellent
Mean 92.86 Excellent

The fourth domain of knowledge, Pedagocical Content Knowledge(PCK), deals

with the content knowledge of the teachers dealing with teaching methodology. The
mean net agreement rating of 93.45%, as shown in the table below, describes excellent.
This implies that the knowledge of the teachers of Bayugan City Senoir High School in
terms of the process or methods of teaching with the content of the subject can combat
the current pandemic COVID – 19.

Table 7: Computation of Net Agreement Rating for Pedagogical Content

Knowledge(PCK)
Pedagogical Content Knowledge Net Agreement Descriptive
Rating Interpretation
(in %)
17. I can select effective teaching approaches to guide
student thinking of my subject taught. 94.64 Excellent
18. I can select effective teaching approaches to guide
student learns on my subject being taught. 91.07 Excellent
19. I can select effective teaching approaches to guide
student thinking and learning of the subject being taught 94.64 Excellent
Mean 93.45 Excellent

The fifth knowledge domain, Technological Content Knowledge (TCK), refers to

teachers’ understanding in using the technology that can be applied on a specific
content area. In table 8 below clearly shows that the teachers can do both using the
technology and the content knowledge in the subject taught and that probably enhance
to better one the task of the teacher in this time of pandemic. That the net agreement
rating of 92.26% supports that amidst of this pandemic they can still perform well.

Table 8: Computation of Net Agreement Rating for Technological Content

Knowledge(PCK)
Technological Content Knowledge Net Agreement Descriptive
Rating Interpretation
(in %)
20. I know about technologies that I can use for
91.07 Excellent
understanding my subject taught.
21. I know about technologies that I can use for doing my
subject taught. 92.86 Excellent
22. I know about technologies that I can use for
understanding and doing my subject taught. 92.86 Excellent
Mean 92.26 Excellent

The second to the last domain, the Technological Pedagocical Knowledge(TPK)

which refers to the knowledge of the teachers of the various technologies that can be
integrated in the processes of the teaching learning in the delivery of the lesson. The
net agreement rating of 91.43% is a remarkably excellent that signifies teachers skills
and ability to use the availbale technologies in enhancing the teaching approaches that
can be used in student – learning in different teaching activities.
 Table 9: Computation of Net Agreement Rating for Technological Pedagogical
Knowledge(TPK)
Technological Pedagogical Knowledge Net Agreement Descriptive
Rating Interpretation
(in %)
23. I can choose technologies that enhance the teaching
approaches for a lesson. 91.07 Excellent
24. I can choose technologies that enhance students’
learning for a lesson. 91.07 Excellent
25. My teacher education program has caused me to think
more deeply about how technology could influence the
teaching approaches I use in my classroom. 87.50 Excellent
26. I am thinking critically about how to use technology in
my classroom. 92.86 Excellent
27. I can adapt the use of the technologies that I am
learning about to different teaching activities. 94.64 Excellent
Mean 91.43 Excellent

The last domain of knowledge, the Technological Pedagogical Content

Knowledge(TPACK), refers to the total package a teacher must have in terms of
Technology, Methods of teaching and the content of the subject taught.The result shown
in the table comprising five items representing the Technological Pedagogical Content
Knowledge that the teachers of Bayugan City Senoir high school possessed the
combined basic components of knowledge which gives a mean of 90.36% net
agreement rating. The table 10 below only shows that the provision of leadership in
helping to coordinate the use of content, technologies and teaching approaches in their
school and district which has the mean net agreement rating of 76.79%.
Table 10: Computation of Net Agreement Rating for Technological Pedagogical
Content Knowledge(TPACK)
Technological Pedagogical Content Knowledge Net Agreement Descriptive
Rating Interpretation
(in %)
28. I can teach lessons that appropriately combine my
subject/s taught, technologies, and teaching
approaches. 94.64 Excellent
29. I can select technologies to use in my classroom
that enhance what I teach, how I teach, and what
students learn. 96.43 Excellent
30. I can use strategies that combine content,
technologies, and teaching approaches that I learned
about in my coursework in my classroom. 92.86 Excellent
31. I can provide leadership in helping others to
coordinate the use of content, technologies, and
teaching approaches at my school and/or district. 76.79 Excellent
32. I can choose technologies that enhance the content
for a lesson. 91.07 Excellent
Mean 90.36 Excellent
Figure 1. Average of the Net Agreement of the 7 Domain TPACK

Average of the 7 Domain of TPACK

Technological Pedagogical Content Knowledge (TPACK) 90.36

Technological Pedagogical Knowledge (TPK) 92.26

Technological Content Knowledge (TCK) 91.43

Pedagogical Content Knowledge (PCK) 93.45

Pedagogical Knowledge (PK) 92.86

Content Knowledge (CK) 97.32

Technology Knowledge (TK) 78.57

0 20 40 60 80 100 120

CONCLUSION AND RECOMMENDATION

Based on the mean values of the seven (7) Technological Pedagogical Content
Knowledge (TPACK) domains in figure 1, the study showed that Bayugan City Senior
High School teachers have an excellent knowledge in all 7 domains of Technological
Pedagogical Content Knowledge (PACK). The highest level was Content Knowledge
(CK) with the net agreement rating of 97.32% and Technology Knowledge (TK) domain
is the one that requires the most attention with the 78.57% as the net agreement rating.
It is not that the teacher does not know how to use it, it is about how frequent they
integrate technology in teaching. Looking at the 7 indicators in Technology
Knowledge(CK), it is quite contrasting that the participants had the technical skills and
wanted to use technology with a net agreement rating of 83.93% but in terms of how
frequent they played around with the technology showed only very good while the rest
of the indicators showed excellent. One factor that might affect their usage of
technology it is because most of the participants has only attended 1 training workshop
related to techonology as shown in table 3, on the number of trainings attended.
 This further indicates that it demonstrated meaningful evidence that the
participants of the study should have deepened the importance of the use of technology
as a powerful tool for integration in the content knowledge in the teaching learning
process, particularly in this time of pandemic.

Thus, professional development of the teachers of Bayugan City Senior High

School on the technology-based instruction should take precedence over other teacher
professional development when designing training programs such as seminars and
training workshops.

It is therefore encouraged that implementation of the aquired knowledge and

skills of the participants relative to the use of technology integration in the classroom-
based instruction during this pandemic must be maximized to perform more efffectively
and work effeciently.

The researchers aim to see through the gap within the reason behind why
technology is rarely used, despite having demonstrated high knowledge of the use of
technology.
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