International Journal of
Information and Education Technology

Abstract—The present study applied the technological, pedagogical, and content knowledge (TPACK) research model to examine proposed factors that may influence an individual teacher’s knowledge on technology, pedagogy, and content at this digital age. These factors refer to background information including age, gender, seniority in teaching career, and qualifications they have as a teacher. Based on quota sampling technique, a total of 333 teachers at vocational high schools in Taiwan took part in this research. The revised TPACK scale was used in this study. Statistical analysis showed that the age and seniority factors produced a significant difference in pedagogical knowledge, while the rest of the factors did not produce a significant difference in the participants’ technological, pedagogical, and content knowledge. The possible reasons for this and suggestions for future studies were discussed.

Index Terms—Technological, pedagogical, and content knowledge (TPACK), age, gender, seniority, qualification.

The authors are with National Kaohsiung University of Hospitality and Tourism, Kaohsiung City, Taiwan (e-mail: liweihsu@mail.nkuht.edu.tw).

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Cite: Liwei Hsu and Yen-Jung Chen, "Teachers’ Knowledge and Competence in the Digital Age: Descriptive Research within the TPACK Framework," International Journal of Information and Education Technology vol. 8, no. 6, pp. 455-458, 2018.