Akram Huma, Yingxiu Yang, Al-Adwan Ahmad Samed, Alkhalifah Ali
Department of Education, Northeast Normal University, Changchun, China.
Department of Electronic Business and Commerce, Al-Ahliyya Amman University, Amman, Jordan.
Front Psychol. 2021 Aug 26;12:736522. doi: 10.3389/fpsyg.2021.736522. eCollection 2021.
The COVID-19 pandemic significantly shifted education from traditional to an online version, which was an emergent state for teachers and students. The substantive situation thus raises the importance of technology integration in education, and teachers are required to update their competencies, respectively. In this regard, the study assessed online teaching competencies of faculty members following, technological pedagogical content knowledge (TPACK) model. Closed-ended surveys were employed for quantitative analysis of randomly selected 256 faculty members from public universities in Karachi, Pakistan. Results indicated that teachers possessed adequate levels of knowledge across all the domains of TPACK. The highest competency was obtained by content knowledge (CK), while technological knowledge (TK) was reported at the lowest level. Furthermore, a significant difference was noted in terms of gender and teaching experience. Correspondingly, the study proposes that the TPACK model should be employed in the professional development programs to develop teachers' TPACK for integrating information communication and technology in the pedagogical practices. The findings of the study present a constructive overview of teachers' digital competencies and technology use in teaching and learning in the time of the COVID-19 and also play a significant role in the integration of technology in the post-pandemic time in higher education. The study also suggests relevant educational authorities and policymakers for assessing and enhancing the technological competencies of teachers for quality online education.
新冠疫情使教育从传统模式大幅转向线上模式，这对教师和学生来说都是一种新情况。这种实际情况凸显了技术在教育中整合的重要性，教师也需要相应地提升自身能力。在这方面，本研究依据技术教学内容知识（TPACK）模型评估了教师的在线教学能力。采用封闭式调查问卷对从巴基斯坦卡拉奇公立大学随机抽取的256名教师进行定量分析。结果表明，教师在TPACK的所有领域都具备足够的知识水平。内容知识（CK）能力最强，而技术知识（TK）水平最低。此外，在性别和教学经验方面存在显著差异。相应地，该研究建议在专业发展项目中采用TPACK模型，以培养教师在教学实践中整合信息通信技术的TPACK能力。该研究结果对新冠疫情期间教师的数字能力以及教学中技术的使用进行了建设性概述，也对高等教育后疫情时代的技术整合起到重要作用。该研究还建议相关教育当局和政策制定者评估并提升教师的技术能力，以实现高质量的在线教育。
