Exploring the relationship between digital literacy skills & technological, pedagogical and content knowledge (Tpack) among the secondary school teachers
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Date
2021
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Publisher
UMT Lahore
Abstract
The main focus of this Quantitative study was to explore the digital literacy skills of the secondary school teachers regarding their Technological, Pedagogical and Content Knowledge (TPACK). The study was delimited to Lahore district only. All the Government and Private secondary school teachers were the population of the study. The data were collected from the targeted 400 respondents of the different government and private schools of Lahore. The Data were collected on random basis without knowing either they have digital literacy skills or not. The study was basically descriptive and Survey technique was used for data collection. Due to Pandemic and Lockdown it was not possible to collect data physically so data were collected through online survey. The first main focus was on the secondary school teachers digital literacy Skills and their use of technology in Education their knowledge about TPACK. Second main focus was: to explore the relationship between digital literacy and TPACK. Third main focus was on teachers attitude towards technology and their integration of technology into Pedagogy. Fourth focus was on to find out the technological experience of digital natives and digital immigrants. Quantitative survey method was used for this study. Through pilot testing data were collected from 100 participants. Survey data were collected from a sample of n = 400 people and for the analysis of the data SPSS software was used. Test that were used for the analysis of the Data were T-test, ANOVA, Correlation. Mean and Standard Deviation of demographic Variables and Factors. The Quantitative Data showed positive correlation between DLS and TPACK. The results of the data showed that the teachers who were using computers were having better digital literacy skills and the knowledge of TPACK as compared to the teachers who were not using computers. The discussion of the study shows that teachers DLS and their knowledge about TPACK helps them to compete with the digital world. Recommendation for further research is to analyze the problems and difficulties that teachers face during teaching online. There should be continuous training programs on regular basis for the secondary school teachers so that they can improve their digital literacy skills and can make teaching and learning process fruitful.