Social Sciences & Humanities Open 3 (2021) 100110

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Social Sciences & Humanities Open

journal homepage: www.elsevier.com/locate/ssaho

Technological Pedagogical content knowledge (TPACK) in action:

Application of learning in the classroom by pre-service teachers (PST)
Joseline M. Santos *, Rowell D.R. Castro
Bulacan State University, Brgy. Guinhawa, City of Malolos, Bulacan, Philippines

A R T I C L E I N F O A B S T R A C T

Keywords: Technological Pedagogical Content Knowledge (TPACK) is the effectiveness of the delivery of the lesson with
TPACK technology integration. It is an ideal application in all aspects of learning, which are all important in the teaching
Pre-service teachers and learning process. This study evaluated the application of TPACK of pre-service teachers in different public
Alternative approaches
schools around Bulacan. The pre-service teachers were evaluated by their Cooperating Teachers and the result
Educational technology
Technology integration
was supported by an interview made to the pre-service teachers and their supervisors. The findings of the study
revealed that pre-service teachers have ‘strong knowledge’ in the seven elements of TPACK. The Educational
Technology tools in public schools were rated ‘fairly adequate’. TPACK and EdTech tools are significantly
correlated but with a very weak uphill relationship. Among the independent variables, PSTs’ TPACK applications
were primarily influenced by TPK and TCK. The other independent variables were not significant. Between TPK
and TCK, TPK had a stronger influence on pre-service teachers’ TPACK applications. TPK and TCK were primarily
influenced the application of TPACK. Through an interview with the pre-service teachers, alternative approaches
in integrating technology in the classroom were identified. Based on the result of the study, more structured
alternative approaches should be designed to help the teachers in public schools implement 21st-century learning
with the integration of technology. This research could be a basis for policy formulation in giving priority to the
public schools to have an allotted budget for Educational Technology tools that will help the teachers and students
improve the teaching-learning process.

1. Introduction
Learning is dynamic. It is being influenced by the change of time and
one of the greatest influencer are teachers. Instructional competencies
are essential practices that teachers must master for effectively
instructing students to maximize knowledge and skill acquisition (West,
Swanson, & Lipscomb, 2017). The way a teacher learned the lesson
before is not the same way that lessons are learned now. Students
nowadays think and process information fundamentally different from
their predecessors. Some students might require the most intensive
approach to adapting instruction—modify the delivery of instruction (Iris
Center, 2019). Shulman in 1986 believed that the usual idea of knowl-
edge in teaching which is that teachers have a set of content knowledge –
specific knowledge about the subject they are teaching – and a set of
pedagogical knowledge – knowledge about how to teach including spe-
cific teaching methods. He calls this pedagogical content knowledge or
PCK (McGraw-Hill, 2019). Technology in the 21st century plays a major
role as a tool in helping the teachers in the delivery of lesson and students
in learning which completes the model of PCK and this is Technology,
Pedagogy Content Knowledge (TPACK). Context is also an important
aspect of educational research and the technological pedagogical content
knowledge (TPACK) framework, but is often missing from TPACK
research, or its specific meaning is not clear (Rosenberg & Koehler,
2015). This research aims to assess how TPACK is being applied in the
Philippine classroom setting especially in the public schools of Bulacan
and the relationship of implementation of TPACK to the availability of
Educational Technology (EdTech) in the school. This study also reveals
the alternative approaches of the PST to apply the learning they have
acquired despite of the challenges they faced in the availability of
educational technology.
Students value the use of technology in the classrooms. Moreover,
teachers seemed to appreciate that technology is available to them as
means of enhancing education and making it more authentic for the
students (Ruggiero & Mong, 2015). In this era where students are
exposed to the advancement of technology, they find it not just a tool for
teaching but a help for them to learn. Teachers are another benefactor of

* Corresponding author.
E-mail addresses: joseline.santos@bulsu.edu.ph (J.M. Santos), rowell.castro@bulsu.edu.ph (R.D.R. Castro).

https://doi.org/10.1016/j.ssaho.2021.100110
Received 19 July 2020; Received in revised form 30 November 2020; Accepted 7 January 2021
Available online 18 January 2021
2590-2911/© 2021 Published by Elsevier Ltd. This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/).
J.M. Santos, R.D.R. Castro
the advancement of technology in the classroom. This advancement
makes their preparation of learning materials easier. But, judicious use of
technology is a must in every classroom. It must be used to enhance the
students’ learning and thus improve their achievement.
Pedagogy refers to the interactions between teachers, students, and
the learning environment and the learning tasks. Learning is dependent
on the pedagogical approaches teachers use in the classroom (UNESCO,
2018). Effective pedagogy depends on the strategies of the teacher in
lesson development, capability of the learners and availability of re-
sources. An effective pedagogy creates authentic activities that will bring
out the best of each learner and help them improve their learning
experiences.
Content Knowledge is referred to the body of knowledge and infor-
mation that teachers teach and that students are expected to learn in a
given subject or content area (The Glossary of Education Reform, 2016).
Experience has a weak correlation to teaching effectiveness and in
particular content knowledge (Irvine, 2018), which means years of
preparation in college plays an important role in building of content
knowledge of the graduates.
Technological Pedagogy Content Knowledge (TPACK) is a theory that
was developed to explain the set of knowledge that teachers need to
teach their students, to teach effectively, and to use technology
(McGraw-Hill, 2019). It attempts to identify the nature of knowledge
required by teachers for technology integration in their teaching, while
addressing the complex, multifaceted and situated nature of teacher
knowledge. This framework extends Shulman’s idea in 1986 of Peda-
gogical Content Knowledge in the study of Koehler & Mishra in 2006 as
cited by Valtonen et al. (2020).
TPACK plays an important role to the pre-service teachers since they
are the future educators that will mold the new generation. Several
studies showed that application of TPACK in the classrooms still needs to
be given focus for effective delivery of lesson. Very little attention is
specifically given to the knowledge that teachers need to foster early
literacy through the use of technology and teacher educators themselves
struggle with effective use of technology in their own courses (Voogt &
McKenney, 2016). In a study, teachers reported that a particular training
had helped improve their TPACK. However, some questioned the use-
fulness of learning pedagogical and content knowledge during this type
of technology-focused training (Kurt, 2018).
This research utilized the model of TPACK by Valtonen et al., 2017.
This model (TPACK-21) aims to introduce a tested instrument for
measuring PST’ TPACK grounded pedagogically on twenty-first century
skills as discussed by Voogt and McKenney in their study.
Koehler and Mishra also mentioned that the TPACK framework is
built on seven elements and describes the seven areas of teacher
knowledge that serve as the heart of good teaching.
1. Pedagogical knowledge (PK): Pedagogical knowledge refers to the
methods and processes of teaching and includes knowledge in class-
room management, assessment, lesson plan development, and stu-
dent learning.
2. Technology knowledge (TK): Technology knowledge refers to the
knowledge about various technologies, ranging from low-tech tech-
nologies such as pencil and paper to digital technologies such as
desktop computer, internet connection, laptop, monitor for projec-
tion/television, printer, projector, scanner, speaker, tablet, etc.
3. Content Knowledge (CK): Content knowledge is the “knowledge
about actual subject matter that is to be learned or taught”. Teachers
must know about the content they are going to teach and how the
nature of knowledge is different for various content areas.
4. Pedagogical content knowledge (PCK): Pedagogical content knowl-
edge refers to the content knowledge that deals with the teaching
process. Pedagogical content knowledge is different for various con-
tent areas, as it blends both content and pedagogy with the goal being
to develop better teaching practices in the content areas.
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Social Sciences & Humanities Open 3 (2021) 100110
5. Technological pedagogical knowledge (TPK): Technological peda-
gogical knowledge refers to the knowledge of how various technol-
ogies can be used in teaching, and to understand that using
technology may change the way teachers teach.
6. Technological content knowledge (TCK): Technological content
knowledge refers to the knowledge of how technology can create new
representations for specific content. It suggests that teachers under-
stand that, by using a specific technology, they can change the way
learners practice and understand concepts in a specific content area.
7. Technological Pedagogical Content Knowledge (TPACK): Techno-
logical pedagogical content knowledge refers to the knowledge
required by teachers for integrating technology into their teaching in
any content area. Teachers have an intuitive understanding of the
complex interplay between the three basic components of knowledge
(CK, PK, TK) by teaching content using appropriate pedagogical
methods and technologies.
Researches on the implementation of TPACK based on context
explored more on how TPACK may be implemented and be considered in
different situations. This study focused on the implementation of TPACK
in the public schools of Bulacan by the pre-service teachers of the uni-
versity in Bulacan. The pre-service teachers are those students who are in
the fourth year and the last year of their college years. These students are
deployed in the different public schools in Bulacan and nearby provinces.
This activity becomes a very crucial part of their college years because
the knowledge and skills they have acquired for the years of stay in the
college are fully being practiced.
This research explored how the pre-service teachers implemented
TPACK in public schools with the availability of EdTech in the school.
The six elements of TPACK were used to be the independent variables
and TPACK to be the dependent variables. It is assumed that the appli-
cation of TPACK is based on the performance of the PST in the other six
elements. The study anticipated that pre-service teachers applied TPACK
in the classroom with some issues especially with the integration of
technology. Findings of the study led the researchers to identify alter-
native approaches on how they can integrate ICT despite the challenges
on the availability of EdTech tools.
Despite of the challenges present in the public schools in the
Philippines like lack of internet access (http://charge.org/change.org,
2019), the country turned to information and communication technology
(ICT) as a tool to improve teaching and learning (Crisolo, 2018). The
people academe are confused to weather the changes in the educational
processes supports the need of each other. The expectation to the
pre-service teachers are high since that they are the fresh blood in the
field. They easily adapt to changes and make solutions to encountered
problems. The university has a mission to produce highly competent,
ethical and service-oriented professionals that contribute to the sustain-
able socio-economic growth and development of the nation. As the
deployment of the pre-service teachers in the different public schools
assess their learning, it is impartial to study and analyze the performance
of the pre-service teachers in terms of the application of TPACK and use
Educational Technology in their respective cooperating schools.
1.1. Statement of the problem
The main objective of the study is to evaluate the application of
Technology, Pedagogy and Content Knowledge (TPACK) of the Pre-
service teachers (PST) in the teaching-learning processes in the class-
room and which of the six elements of TPACK influenced its application.
It also examined the adequacy of the EdTech tools in the Cooperating
Schools.
Specifically, this study sought answers to the following questions:
1. How is the Technological Pedagogical Content Knowledge (TPACK)
of the PST be described by the Cooperating Teachers in terms of
Technology Knowledge (TK); Pedagogy Knowledge (PK); Content
J.M. Santos, R.D.R. Castro
Knowledge (CK); Pedagogy Content Knowledge (PCK); Technology
Content Knowledge (TCK); Technology Pedagogy Knowledge (TPK);
and Technological, Pedagogical Content Knowledge (TPACK)?
2. How is the adequacy of EdTech tools in the Cooperating School of the
PST be described?
3. How does the adequacy of EdTech Tools relate to the application of
TPACK in the teaching-learning processes?
4. Which among the six elements of TPACK is a predictor of the per-
formance of the PST?
5. What are the alternative approaches of integrating ICT in the class-
room facing the challenges of the availability of EdTech tools in
public schools?
2. Methodology
The study utilized an explanatory sequential design of mixed method
research. The researcher collects an initial quantitative data collection,
then analyzes the data to build up on a second, qualitative phase. This
procedure helps explain the quantitative results through a qualitative
dimension. A descriptive approach was utilized to describe the applica-
tion of TPACK by the PST with the use of survey questionnaire and
assessed the adequacy of educational technology. The first part of the
survey form is an updated TPACK measure for PSTs’ twenty-first century
skills developed by Valtonen et al. (2017) was used to evaluate the
knowledge of the pre-service teachers. The second part of the survey are
the adequacy of the EdTech tools in the cooperating school. The in-
dicators were developed by identifying the common EdTech tools in a
school. Interview questions were formulated to understand the experi-
ences of the PST in conducting their classes addressed to the PST and
their supervisors. The instrument was implemented in an English lan-
guage because the respondents are the cooperating teachers of the
pre-service teachers. They are professionals and the researchers believed
that they are well knowledgeable in English communication. The in-
strument was checked and validated by the experts.
The subjects of the study were the sixty seven (67) PST of first se-
mester, school year 2018–2019. They were evaluated by their CT based
on the level of knowledge of their application of TPACK since the CT are
the ones observing the students from the start of their intern. The data
collected were classified, tabulated and coded for analysis. Data were
analyzed using the a statistical software. The following statistical tools
were employed in interpreting the data obtained from the survey:
Weighted Mean was used to determine the level of knowledge of the PST
in the application in the different areas of TPACK. The result of TPACK as
a whole was correlated to the adequacy of EdTech tools with the use of
Pearson’s correlation coefficient to find out the relationship of the
application of TPACK to the availability of EdTech tools. Stepwise mul-
tiple regression analysis was carried out by specifying the six TPACK
elements and TPACK as the dependent variable to determine which of the
seven elements contributed significantly to the overall performance of
the PST in TPACK. The relative contribution of TK, PK, CK, PCK, TCK, and
TPK to teachers’ TPACK development can be statistically modelled and
predicted with techniques such as multiple regression (Ghora & Bhatti,
2016). The qualitative part of the study was used to support the answers
from the survey. A follow-up interview to the PST and supervisors was
made to support the result of the survey. The result of the interview led
the researchers to identify the alternative approaches in integrating ICT
in the lesson.
3. Findings
For four years of stay in the college and acquiring necessary knowl-
edge and skills, the PST was prepared to apply all their learning in their
designated schools. One of the aspects that need evaluation of their
performance is TPACK. Literature have acknowledged the importance of
it in the application of the teaching and learning process, thus teach
effectively and use technology.
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Social Sciences & Humanities Open 3 (2021) 100110
3.1. Technological knowledge
Technological Knowledge (TK) describes the digital native PST of this
era. They are the ones who are knowledgeable and skillful enough to use
and apply technology.
Table 1 shows the extent of Technology Knowledge (TK) of the re-
spondents. The collected data reveals that the PSTs’ TK greatly focuses on
using new technologies with a mean of 3.79. The lowest mean of 3.54
focuses on item number 9 that states, “can solve ICT related problems”.
Both the highest and lowest mean have a verbal interpretation of “has
strong knowledge”. The general weighted mean on the Technology
Knowledge of the pre-service teachers is 3.70 with an interpretation of
“has strong knowledge”.
Basic computer skills among college students today is as important as
other subjects (Sharma, 2018). In fact, the use of Information and
Communication Technology (ICT) in teaching and learning has become
very common these days (Ghora & Bhatti, 2016). ICT-based activities
increased the awareness of students to be more effective thinkers and
creative in dealing with their lessons. These provide easy access to dis-
cussions and engage them more in the teaching-learning process. The
pre-service teachers, having been exposed to varied ICT-based activities
in school and life’s activities helped them have strong facility in Tech-
nology Knowledge. Thus, Ghora and Bhati mentioned that technological
knowledge is undoubtedly one of the foundations for ICT integration, and
studies have shown that raising teachers’ technological skills increases
the likelihood of them using ICT in the classroom.
3.2. Pedagogical knowledge
PST performance in the classroom is often being evaluated based on
the way he/she handles the lesson. Handling the lessons incorporates the
teaching strategies and classroom management.
Table 2 presents the Pedagogy Knowledge (PK) of the pre-service
teachers as perceived by the cooperating teachers. It shows that item
number 1: “guides students’ discussions during group work” got the
highest mean of 3.70 (has strong knowledge) and the lowest mean of
3.49 pertains to the item of “supports students’ problem-solving skills”.
The over-all mean for the given items is 3.59 that means that the pre-
service teachers “have strong knowledge” in Pedagogy Knowledge (PK).
Quality of education is acclaimed as an important and critical aspect
of development. Consequently, to attain quality education, there should
be effective teachers to ensure the development of the young people’s
potentials (Lupag-padam et al., 2015). To develop such potentials,
teacher education institutions are tasked with preparing future teachers
who are equipped with in-depth knowledge and pedagogical competence
and imbued with the ideals, aspirations and traditions of Philippine life
and culture. These responsibilities necessitate innovations and reforms to
achieve curricular relevance and responsiveness, which are the hallmarks
of academic excellence as stipulated in the Higher Education Act of 1994
that created the Commission on Higher Education (CHED).
3.3. Content knowledge
Staying in tertiary education prepares the students to acquire mastery
of the subject matter. This is the first hold of every students once they
Table 1
Technology knowledge.
Technology Knowledge (TK) Mean Verbal Interpretation
The Pre-service Teacher …
can solve ICT related problems. 3.54 has strong knowledge
is familiar with new technologies and their 3.76 has strong knowledge
features.
can use new technologies. 3.79 has strong knowledge
knows several websites about new technology. 3.70 has strong knowledge
Gen. Mean 3.70 has strong knowledge
J.M. Santos, R.D.R. Castro Social Sciences & Humanities Open 3 (2021) 100110

Table 2 be able to respond to the needs of any particular classroom, recognizing

Pedagogy knowledge. students who are struggling and changing the way the information is
Pedagogy Knowledge (PK) Mean Verbal presented in order to make it more understandable.
Interpretation

The Pre-service Teacher … 3.4. Pedagogical content knowledge

1. guides students’ discussions during group work 3.70 has strong
knowledge PCK elaborates how mastery of the subject matter should be delivered
2. supports students’ critical thinking. 3.58 has strong to the students. The teachers’ pedagogy gives meaning to what the
knowledge
3. guides students in planning their own learning 3.69 has strong
teachers know.
knowledge The Pedagogical Content Knowledge of the PST is shown in the table
4. supports students’ reflective thinking 3.52 has strong above (Table 4). The statement for “knows how to guide students’
knowledge content-related problem solving in groups in the subject he/she is
5. guides students to make use of each other’s 3.60 has strong
teaching” is graded with the highest mean of 3.67 while the lowest mean
thoughts and ideas during group work. knowledge
6. supports students’ problem-solving skills 3.54 has strong of 3.54 is for the item “knows how to guide students’ reflective thinking
knowledge in the subject he/she is teaching”. Both, as well as the general weighted
7. supports students’ creative thinking 3.54 has strong mean of 3.62 for the pre-service teachers’ PCK fall in “has strong
knowledge knowledge” interpretation. PSTs are key elements to shape students’
Gen. Mean 3.59 has strong
knowledge
attributes and a key factor to motivate students to have achievement in
learning behaviors (Manasia et al., 2020). To the teacher preparation
program, perspective of content or pedagogy, teacher education pro-
Table 3 grams should combine these two knowledge bases to more effectively
Content knowledge. prepare teachers. It can explain that the content knowledge should be
Content Knowledge (CK) Mean Verbal blended with elements of the teaching process with the pedagogy.
Interpretation Teachers’ subject knowledge and pedagogy need to be implemented in
The Pre-service Teacher … which teacher preparation program at all level of institutions
1. has sufficient knowledge about his/her subject. 3.75 has strong
knowledge 3.5. Technology content knowledge
2. knows the basic theories and concepts of the 3.72 has strong
subject. knowledge
3. knows the history and development of important 3.48 has strong
In the era of 21st century, ability to use ICT is a must to every
theories. knowledge educator. Integrating the content knowledge of the teachers with tech-
4. is familiar with recent researches of the subject 3.36 has strong nology revolutionize the classroom. Technology plays a big role in the
knowledge teaching and learning process. Many studies have proven how technol-
Gen. Mean 3.57 has strong
ogy helps students to learn (Table 5).
knowledge
Pre-service teachers’ Technology Content Knowledge (TCK) is pre-
sented in the table above. The item that got the highest mean of 3.64
graduated. Taking different subjects will enhance students learning in states, “knows ICT-applications that can be used to better understand the
his/her chosen specialization. contents of the subject” and the one with the lowest mean of 3.52 states,
Table 3 details the Content Knowledge (CK) of the pre-service “knows websites with online materials for studying the subject area”
teachers. The highest mean of 3.75 (has strong knowledge) is given to have an interpretation of “have strong knowledge”. With the general
the item that states, “has sufficient knowledge about his/her subject.” weighted average of 3.57, it means that the pre-service teachers “have
The item, “is familiar with recent researches of the subject” got the lowest strong knowledge” in Technology Content Knowledge.
mean of 3.36 interpreted “has strong knowledge” as well. With the The educators should equip themselves with the knowledge and
weighted mean of 3.57, the pre-service teachers “have strong knowl- technological skills and apply technologies in producing more effective
edge” in Content Knowledge (CK). teaching and learning process (Kasim & Singh, 2017). Kasim and Singh
Expert teachers can make use of their subject knowledge to organize emphasized that it is very important for those student teachers to acquire
and use content knowledge more effectively for their students to un- the skills of using technology tools in classroom because of the necessity
derstand (Heggart, 2016). Content Knowledge of teachers is important to from the 21st century learning environment. Becoming a teacher in the
future is a challenge for them that they must be able to cope with the
learning styles of Gen-Z who are exposed a lot to the variety of tech-
Table 4 nology tools. The present study reveals that in-service teachers have the
Pedagogical content knowledge. lowest level of confidence in their technological content knowledge
Pedagogical Content Knowledge (PCK) Mean Verbal
Interpretation Table 5
The Pre-service Teacher … Technology content knowledge.
1. knows how to guide students’ content-related 3.67 has strong
Technology Content Knowledge (TCK) Mean Verbal
problem solving in groups in the subject he/she is knowledge
Interpretation
teaching
2. knows how to guide students to make use of each 3.66 has strong The Pre-service Teacher …
other’s thoughts and ideas in group work in the knowledge 1. knows websites with online materials for studying 3.52 has strong
subject he/she is teaching the subject area knowledge
3. knows how to guide students’ reflective thinking in 3.54 has strong 2. knows ICT-applications which are used by pro- 3.54 has strong
the subject he/she is teaching knowledge fessionals in the subject area knowledge
4. knows how to guide students in planning their own 3.60 has strong 3. knows ICT-applications that can be used to better 3.64 has strong
learning in the subject he/she is teaching knowledge understand the contents of the subject knowledge
5. knows how to guide students’ creative thinking in 3.63 has strong 4. knows technologies which that can be used to 3.60 has strong
the subject he/she is teaching knowledge illustrate difficult contents in the subject knowledge
Gen. Mean 3.62 has strong Gen. Mean 3.57 has strong
knowledge knowledge

4
J.M. Santos, R.D.R. Castro Social Sciences & Humanities Open 3 (2021) 100110

(TCK) both in the pre- and post-course survey. This agrees well with the Table 7
study of Lehiste (2015) which reveals the lowest level of confidence in Technology pedagogy and content knowledge.
their TCK and CK. Items Mean Verbal
Interpretation

3.6. Technology pedagogy knowledge The Student Teacher …

1. knows how to use ICT as a tool for sharing ideas 3.70 has strong
and thinking together in teaching the subject knowledge
One of the roles of teacher is on how learning can be transferred to the 2. knows how to use ICT as a tool for students’ 3.66 has strong
students effectively. In the evolution of technology, it is a challenge to reflective thinking in teaching the subject knowledge
every teacher to incorporate technology in the delivery of the lesson. 3. knows how to use ICT as a tool for students to plan 3.64 has strong
The table shows the Technology Pedagogy Knowledge (TPK) of the their own learning in teaching the subject knowledge
4. knows how to use ICT as a tool for students’ 3.63 has strong
pre-service teachers. The statements “knows how to use ICT in teaching
problem solving in groups in teaching the subject knowledge
as a tool for students’ reflective thinking,” “knows how to use ICT in 5. knows how to use ICT as a tool for students’ 3.64 has strong
teaching as a tool for students to plan their own learning,” and “knows creative thinking in teaching the subject knowledge
how to use ICT in teaching as a tool for sharing ideas and thinking 6. knows how to use ICT as a tool in group work in 3.64 has strong
together” got the highest mean of 3.76 interpreted as “has strong teaching the subject knowledge
7. knows how to use ICT in teaching as a tool for 3.58 has strong
knowledge”. The item that states, “knows how to use ICT in teaching as a students’ critical thinking in teaching the subject knowledge
tool for students’ critical thinking” got the lowest mean 3.63 of the same Gen. Mean 3.63 has strong
interpretation. In general, the pre-service teachers “have strong knowl- knowledge
edge” in Technology Pedagogy Knowledge (TPK) with a general
weighted mean of 3.71.
reflection method could be an effective way to promote thinking levels of
Successful use of ICT in the classroom requires thoughtful integration
students and hence can be used as a blended learning model to promote
of technology and pedagogical processes during lesson preparation
reflective and in-depth thinking. Knowing how to use ICT in teaching as a
(Janssen, Knoef, & Lazonder, 2019). The main challenge in designing
tool for students’ critical thinking in teaching the subject got the lowest
pre-service teacher training courses that promote teachers to elaborate
mean which is 3.63 but still having the interpretation of “has a strong
on the learning opportunities that ICT can provide to students, is to make
knowledge”. The use of information and communication technologies is
it happen in a constructive manner promoting reflection, collaboration,
crucial in developing the 4Cs in conjunction with understanding how
and discourse (Sointu et al., 2016).
learning takes place. However, simply using technology does not guar-
antee that deep learning will occur. The use of technology needs to align
3.7. Technology pedagogy and content knowledge and adapt with the knowledge of learning to be able to operate in a
transformative space (Serdyukov, 2017). It was evident the PSTs had a
Technology Pedagogy and Content Knowledge is theory of education positive attitude towards TPACK and welcomed the opportunity to
that focuses on the application of learning in teacher education inte- further develop their knowledge and skills for technology integration
grated with technology. TPACK is an ideal portrait that every teacher (Redmond & Lock, 2019).
must possess in the era of education.
Table 7 shows the application of TPACK in the classroom (Table 6).
The results indicate increased knowledge in almost all areas of TPACK. 3.8. Educational technology tools
Practice teachers manifested strong knowledge in applying TPACK in the
classroom based on the general mean of 3.63. Knowing how to use ICT as Educational Technology is the integration of ICT in the lesson. The
a tool for sharing ideas and thinking together in teaching the subject presence of EdTech tools helps a lot in the teaching and learning process.
garnered the highest mean which is 3.70. Improving both collaborative But, the reality that there is unavailability and inadequacy of EdTech
working environment and ICT competency is an essential for teachers tools in the public schools was revealed in this study.
whose work will be with students whose lives are increasingly web ori- Table 8 shows the status of the adequacy of Education Technology
ented (Patel & Thakkar, 2017). However, teachers think that ICT Tools of the select public schools in Bulacan. The table clearly shows that
generally facilitate collaborative work but their ICT knowledge is mod- EdTech tools are fairly adequate having a general mean of 2.02. The most
erate and their actual use is limited (García-Valc
arcel & Mena, 2016). adequate EdTech tools are the computers having a mean of 2.39, fol-
The result is followed by knowing how to use ICT as a tool for students’ lowed by projector (2.31), printer (2.31), and monitor/television for the
reflective thinking in teaching the subject which is 3.66. Further, projection (2.27), which are also adequate. Most of the items fall on fairly
adequate like speakers, laptop, social media services (e.g. Blogs, Face-
book, Youtube, Whatsapp, Instagram), scanner, smartphones, internet
Table 6
Technology pedagogy knowledge.
Table 8
Technology Pedagogy Knowledge (TPK) Mean Verbal
Educational technology tools.
Interpretation
Items Mean Verbal Interpretation
The Pre-service Teacher …
1. knows how to use ICT in teaching as a tool for 3.76 has strong 1. Computers 2.39 Adequate
students’ reflective thinking. knowledge 2. Projector 2.31 Adequate
2. knows how to use ICT in teaching as a tool for 3.76 has strong 3. Printer 2.31 Adequate
students to plan their own learning knowledge 4. Monitor for Projection/Television 2.27 Adequate
3. I knows how to use ICT in teaching as a tool for 3.76 has strong 5. Speaker 2.24 Fairly adequate
sharing ideas and thinking together knowledge 6. Laptop 2.18 Fairly adequate
4. knows how to use ICT in teaching as a tool for 3.73 has strong 7. Social Media Services 2.04 Fairly adequate
students’ creative thinking knowledge 8. Scanner 2.03 Fairly adequate
5. knows how to use ICT in teaching as a tool for 3.60 has strong 9. Smart Phones 2.00 Fairly adequate
students’ problem solving in groups knowledge 10. Internet Connection 1.97 Fairly adequate
6. knows how to use ICT in teaching as a tool for 3.63 has strong 11. Web-based Application Software 1.75 Fairly adequate
students’ critical thinking knowledge 12. Online Learning Environment 1.55 Fairly adequate
Gen. Mean 3.71 has strong 13. Tablets 1.25 Inadequate
knowledge Gen. Mean 2.02 Fairly adequate

5
J.M. Santos, R.D.R. Castro Social Sciences & Humanities Open 3 (2021) 100110

connection, web-based application software, and online learning envi- Table 10

ronment e.g.(Edmodo, Google Classroom, Schoology, Moodle). The only Stepwise regression model.
item that received inadequate is the tablet having a mean of 1.25. Model Unstandardized Standardized t Sig.
Practicum schools are not very rich in terms of the technological Coefficients Coefficients
devices available to student teachers. Insufficient training, lack of basic B Std. Beta
facilities in the practicum schools, and student teachers’ own choices Error
were found the main reasons for student teachers to utilize technology in 1 (Constant) -.331 .282 -1.172 .246
the teaching practice process. The findings of the study revealed a TPK 1.068 .076 .868 14.115 .000
mismatch between teacher training programs and real-world classrooms 2 (Constant) -.427 .243 -1.756 .084
in terms of technology integration in instruction (Merc, 2015). A study TPK .775 .088 .630 8.797 .000
TCK .331 .067 .353 4.928 .000
showed that some of the identified probable causes of educational
3 (Constant) -.436 .240 -1.817 .074
technology integration in most developing countries are: inadequate TPK .694 .100 .564 6.936 .000
financial support and infrastructure, human capital, management sup- TCK .294 .070 .314 4.208 .000
port, as well as behavioral and environmental aspects (Dotong, De Castro, PCK .122 .074 .129 1.634 .107
Dolot, & Prenda, 2015). 4 (Constant) -.349 .255 -1.365 .177
TPK .756 .118 .614 6.420 .000
TCK .324 .076 .345 4.264 .000
3.9. Relationship of the adequacy of EdTech tools to the application of PCK .092 .080 .097 1.151 .254
TK -.085 .086 -.076 -.998 .322
TPACK
5 (Constant) -.369 .260 -1.421 .160
TPK .738 .123 .600 5.990 .000
Table 9 shows the correlation between the adequacies of EdTech tools TCK .316 .078 .337 4.055 .000
to the application of TPACK to the teaching-learning process. Having the PCK .069 .092 .073 .747 .458
value of r ¼ 0.302 interprets to be a weak uphill (positive) linear rela- TK -.086 .086 -.077 -.995 .324
PK .056 .107 .051 .525 .602
tionship. The number of available materials based on the result of Table 9
6 (Constant) -.412 .296 -1.390 .170
helps the teachers in the application of TPACK in the teaching-learning TPK .732 .126 .595 5.825 .000
process. But the value of p ¼ 0.13 indicates weak evidence against the TCK .310 .081 .331 3.848 .000
null hypothesis meaning that there is no significant relationship between PCK .066 .093 .070 .705 .484
the two variables. The EdTech tools in the public schools around Bulacan TK -.081 .088 -.072 -.914 .364
PK .047 .111 .043 .421 .675
and nearby provinces illustrate ‘fairly adequate’. Cooperating Teachers CK .031 .100 .024 .307 .760
and Pre-service Teachers are aware of having not enough EdTech tools in
the classroom. The study indicated that computer availability, directly
and indirectly, increases teacher technology use (Bulman & Fairlie, inadequacy of Educational Technology tools in public schools? The stu-
2016). However, studies continuously indicate that computer access is dent teacher-respondents’ responses agreed to have and provide alter-
necessary but not sufficient for establishing technology integration in the native approaches and strategies to let them present and discuss the
classrooms. Further, Bulman & Fairlie mentioned that it is not surprising topics. The respondents mentioned that because of inadequacy of ICT
to see limited technology integration even when computers and neces- tools and materials, they resorted back in using traditional instructional
sary software are available in the classroom. The Philippines as a materials like cut-out pictures, tarpapel, actual board drawing, and other
developing country, is still in the process of filling up the gaps in terms of two-dimensional visual aids.
educational technologies. While some schools already have available television and Liquid
Crystal Display (LCD) panel, they only have minimal number of the said
technology. Today, many schools continue to struggle with limited
3.10. Regression model
budgets for acquiring enough desktop computers and laptops (Rapatan,
2018). According to a broadband policy brief released by Arangkada
Table 10 shows the stepwise regression of the models was statistically
Philippines (http://change.org/change.org, 2019), almost 80 percent of
significant between TPK and TCK. Therefore, it can be seen that among
public schools in the Philippines still do not have Internet access. What
the independent variables, PSTs’ TPACK applications were primarily
the pre-service teachers are doing is to bring their own laptop or borrow
influenced by TPK and TCK. The other independent variables were not
one from their critique teachers, place it on top of a higher chair to let the
significant. Between TPK and TCK, TPK had a stronger influence in pre-
students view a presentation or watch a video. This is a challenge for the
service teachers’ TPACK applications, as indicated by the beta values for
student-teachers considering the size of the laptop screen, the number of
TPK and TCK. This finding is similar to the study conducted on Modeling
students, and the minimal number of minutes intended for teaching. In
pre-service teacher’s TPACK perceptions by Inan, & Lowther, 2009
addition, presenting relevant video is also a big challenge because the
wherein TCK and TPK were considered predictors of TPACK application.
specification of the speakers does not fit the class size. As such, the
pre-service teachers would need to pause the video and discuss or repeat
3.11. Alternative approaches in the implementation of ICT in the classroom the message of the video for common understanding. The Philippines is
one of many developing nations that have turned to information and
Select PSTs were interviewed to answer the question: “How do you communication technology (ICT) as a tool to improve teaching and
manage to incorporate ICT in your Practice teaching despite the learning (Crisolo, 2018). Unfortunately, implementation suffers from
several shortcomings: the absence of information on how ICT is actually
Table 9 used. These instances add up to the difficulty in classroom management
Correlation of EdTech tools to TPACK. since some of the learners became uninterested in listening to the dis-
TPACK EdTech Tools cussion. With small screen and low volume of the presentation lead the
TPACK Pearson Correlation 1 .302* students to misbehave.
Sig. (2-tailed) .013 Other alternative strategy that the student-teachers practice is to give
N 67 67 their students online activities including but not limited to other videos
EdTech Tools Pearson Correlation .302* 1 to watch in YouTube, literature to read, and online survey that they could
Sig. (2-tailed) .013
do at home in form of assignment or follow-up activities. Given the fact
N 67 67

6
J.M. Santos, R.D.R. Castro
that internet connection is more available in household, it is proven to be
effective in integrating ICT in learning. With the use of the internet,
students are presented with recent information which brings a lot of
advantages to their learning (Johnson, Jacovina, Russell, & Soto, 2016.).
Teachers and students do not anymore rely solely on textbook which
sadly in some cases show information which are not updated or in worse
cases contains wrong information. Students are now being thought how
to use emails to send a message to anywhere in the world. As what Santos
(2017) revealed in her study, one of the most top skill of the students is
using technology as a tool for learning. Today, younger students are
being introduced to the use of computer in their learning and this helps a
lot to fuel their development.
For most of us in the academe, availability of ICT tools in public
elementary and secondary schools is one of the pressing problems and
issues we are having. Despite the comprehensive trainings in ICT that we
give to our students in Teacher Education Institution, our pre-service
teachers could not practice these skills because of the availability of
these tools in schools. As such, trainings in teaching strategies and
methodologies still is placed as top of priority to be given to the students.
As Crisolo added, the Philippines is a developing country in Southeast
Asia whose educational system shares many of the same problems and
limitations as those of its fellow developing nations. Some provincial
schools lack chairs and tables, blackboards, and laboratory equipment.
Some do not have electricity and water.
These statements were supported by the Supervisors who observed
the PST during their practice teaching. They outspokenly admire the
resourcefulness and creativity of the PST. Though there is a challenge in
the availability of EdTech tools they still manage integrating ICT in their
own way. According to them, the faculty of the College of Education
trained the future teachers to imbibe the life and profession of a teacher.
A teacher who is professional and teaches from the heart.
4. Discussion
The result of the TPACK survey of this study clearly shows how the
PST effectively apply their learning from the College of Education of
Bulacan State University. The PST demonstrates strong knowledge on
every area of TPACK. Among all these areas, PST shows strong knowl-
edge most based on the general mean in TPK (3.71) and TK (3.70).
Though all areas of TPACK got verbal interpretation of has strong
knowledge, CK and TCK have the lowest mean (3.57). TPACK and the
adequacy of EdTech tools are significantly correlated but very weak
uphill correlation.
When data were subjected into a stepwise regression for analysis, it
was found out that TCK and TPK were the primary predictor of the
application of TPACK in the classroom. TPK primarily influenced TPACK
compared to TCK. Teachers’ ICT integration knowledge was embodied in
six elements (Steelcase, 2015). However, TK, PK, CK and PCK were not
considered as predictors of TPACK. This clearly shows how the millen-
nials where the generation of PST belong standout for their use of tech-
nology (Vogels, 2019). TPK and TCK as significant predictors of TPACK
showed that PST recognize the needs of technology in the delivery of the
lesson considering the strategies and content of the subject.
Rapatan reported how the Department of Education makes the K to 12
curriculum of the Philippines adheres in making Filipino graduates to be
locally and globally competitive (Rapatan, 2018). He illustrates how
different public schools make advancements in technology. Based on the
result of this study, public schools in Bulacan have fairly adequate
EdTech tools but PST shows resourcefulness in implementing their les-
sons. It is not surprising because teachers who recently graduated from a
teacher preparation program would be more technology competent and
more prepared to integrate technology into classroom instruction (Bul-
man & Fairlie, 2016).
The availability of EdTech tools is a challenge but teachers will not
stop there. The PST were trained a lot to face reality outside the college.
They believe that the advancement of technology help them and students
7
Social Sciences & Humanities Open 3 (2021) 100110
teach and learn better. The Cooperating Teachers appreciate the effort of
the PST in implementing TPACK in everyday lesson.
Continuous training for both faculty of the College of Education and
students of the college is strongly recommended.
5. Conclusion
The study reveals that the pre-service teachers of the university
received enough knowledge and skills to apply their learning in terms of
TPACK to their cooperating schools. The mere fact that the public schools
in Bulacan and nearby provinces are lacking of EdTech Tools, the pre-
service teachers find ways on how they can adjust the situation. The
flexibility of the pre-service teachers should not be tolerated just to cover
up the lack of resources of the public schools. This study could be a basis
for policy formulation on how the Department of Education and the
government address the shortage of the EdTech tools for an improved
teaching and learning process.
6. Recommendations
TPACK theory brings challenge of its implementation in the class-
room. Not all teachers could effectively deliver the lesson with integra-
tion of technology. Continuous training for both faculty of the College of
Education and students of the college is strongly recommended. Tech-
nology development is fast changing that makes learning now just a
history tomorrow. If teachers will just focus on learning technology they
will fall behind. Technology learning should always be updated. Philip-
pine public schools setting is far from the ideal classroom setting the way
21st century set-up describes. Alternative approaches made by the PST
will continue to happen if the Department of Education will not support
each small public school in the country in terms of technology.
It is also recommended for further study to help teachers in public
schools to use alternative approaches to employ TPACK in a structured
manner. Thus, development of alternative approaches in teaching in the
21st century is highly recommended.
CRediT authorship contribution statement
Joseline M. Santos: Conceptualization, Methodology, Software, Su-
pervision, Validation, Writing - review & editing. Rowell D.R. Castro:
Data curation, Writing - original draft, Visualization, Investigation,
Writing - review & editing.
Declaration of competing interest
The Authors, Joseline M. Santos and Rowell DR. Castro declare that
there is no conflict of interest.
Appendix A. Supplementary data
Supplementary data to this article can be found online at https://
doi.org/10.1016/j.ssaho.2021.100110.
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