Abstract
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The current study was aimed to explore TPACK skills of prospective teachers and challenges faced in digital technology integration in Pakistan. The study was qualitative in nature and semi structured interview schedule was developed to collect data from prospective teachers. Purposive sampling technique was employed to collect data from 20 prospective teachers of 7 public sector universities. It was concluded that majority of the prospective teachers used general technological and pedagogical practices (GTPP), technological knowledge practices (TKP), Technological Pedagogical Knowledge practices (TPKP), Technological Content Knowledge practices (TCKP). Majority of prospective teachers reported multiple challenges in integration of digital technology in teacher education programs including lack of teacher training as one of the largest hurdle in digital technology integration, lack of digital technology resources or outdated digital technology resources, inadequate computer lab, lack of learning apps (courseware), financial constraints, lack of teachers’ motivation to use digital technology, slow computers available at computer labs, and unavailability of technical support. It was recommended that digital technology infrastructure should be improved across all teacher education institution and it was further recommended that TPACK model of digital technology integration should serve digital technology integration in teacher education programs in Pakistan. |
Keywords
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Challenges, Digital Technology Integration, Digital Technology Resources, Digital Technology, TPACK |
Article
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Article # 19
Volume # 2
Issue # 4
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DOI info
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DOI Number: 10.47205/jdss.2021(2-IV)19
DOI Link: http://doi.org/10.47205/jdss.2021(2-IV)19
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