Integrating Technology, Content, and Pedagogy: A Mixed-Methods Study of Filipino Mathematics Teachers’ Knowledge and Adaptation in Thailand
DOI:
https://doi.org/10.54536/ajet.v4i4.6023Keywords:
Instructional Practices, Mathematics Teachers, Technological Knowledge, Technology, TPACKAbstract
The integration of technology in teaching mathematics has become increasingly important in enhancing instructional delivery and student learning. This study investigated the Technological, Pedagogical, and Content Knowledge (TPACK) of Filipino mathematics teachers based in Bangkok, Thailand. Specifically, it aimed to assess the level of TPACK among teachers and examine the relationship between their TPACK components and teaching practices. A descriptive-correlational research design was employed. Using purposive sampling, 60 mathematics teachers participated in the study and responded to a validated and adapted TPACK questionnaire. Results revealed that while teachers demonstrated strong content and pedagogical knowledge, their technological knowledge and ability to integrate technology into mathematics instruction varied across respondents. Statistical analysis showed a significant correlation between high levels of TPACK and effective classroom implementation of technology-based strategies. These findings suggest that professional development focusing on technology integration is vital to strengthening mathematics instruction. The researcher recommends that school administrators support continuous TPACK-oriented training to ensure teachers are well-equipped to deliver effective, technology-enhanced mathematics education.
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