EXPLORING ICT INTEGRATION PRACTICES IN UNIVERSITY TEACHING: INSIGHTS FROM THE TPACK MODEL

Abstract

The Information and Communication Technology (ICT) has evolved into an essential aspect of education, improving the learning environment, the educational landscape and global learning. The study’s goal was investigate university teachers’ practices about the Information and Communication Technology integration in their teaching practices on the basis of their competencies and individual variations, while examining the relationships among the Technological Pedagogical Content Knowledge (TPACK) framework. This study employed a correlational research design to explore the relationship among the TPACK framework. A self-designed research instrument was utilized to assess teachers' competencies across three components: Technological Knowledge (TK), Pedagogical Knowledge (PK), and Technological Pedagogical Knowledge (TPK). The research tool was validated through the review of experts and pilot testing prior to data collection. The study’s population consisted of 370 university teachers from four faculties. A stratified sampling technique was used to collect data from 108 university teachers. Major findings demonstrated that teachers thought themselves to be capable of using technology in teaching. The teaching faculty, gender and teaching experience had no impact on how they use technology. There was a positive correlation was found between teachers’ practices among TPACK components; additionally, a weak association was found between PK and TPK. This study recommends offering the training of ICT and pedagogical support to improve efficient technology integration in university teaching.