Instructors’ Perceived Knowledge of Technological Pedagogical Content Knowledge (TPACK) at the Faculty of Education

The use of technology in instruction has brought about different perceptions. The need to know how teachers integrate technology in instruction has brought along side different views. Therefore, this study mainly seeks to understand these views on instructors’ perceived knowledge of technological pedagogical content knowledge (TPACK) as it examines how their views changes according to gender, age, period of service, ranking, employment status, department, and the state of in-service training oriented towards the use of technology. In order to achieve the above aim, the researcher statistically examined Eastern Mediterranean University (EMU) Faculty of Education instructors’ perceived knowledge of TPACK. In this thesis, a TPACK survey instrument was administered to 53 instructors, a questionnaire was used to ascertain their perception levels across the seven TPACK dimensions. Mean, standard deviation, percentage, frequency and non-parametric tests (Mann Whitney U and Kruskal-Wallis test) were used for data analysis. The study reveals that instructors’ perceptions about TPACK were significantly high across all knowledge dimensions and there were statistical significant differences on how instructors viewed TPACK according to the above listed variables. These differences took place in Technological Knowledge (TK) and Pedagogical Content Knowledge (PCK) according to gender, Technological Knowledge (TK) according to age, Technological Knowledge (TK) according to period of service, Technological Knowledge (TK), and Technological Pedagogical Knowledge (PCK) according to employment status, Technological Knowledge (TK), Technological Pedagogical Knowledge (TPK) , and Technological Pedagogical Content Knowledge (TPACK) according to department and Pedagogical Content Knowledge (PCK) according to in-service training. There was no change according to ranking. Keywords: TPACK, Technological Pedagogical Content Knowledge, Perceived Knowledge of TPACK