Analysis of the opinion of prospective teachers regarding TPACK and ICT: a glimmer of light for Pakistan's education system
Keywords:
TPACK, IST, Education, Prospective teachersAbstract
The need for revolutionary education grew in this modern era alongside the arrival of the Industrial Revolution. Because of the rise of information and communication technologies (ICT), educational goals have shifted, and only educators with expertise in technology pedagogical material are finding success in the classroom. As a result, traditional education is on the brink of extinction. Most students are unemployed after finishing traditional education, yet there is a growing need for educators with expertise in technology, media, and content knowledge (TPACK). Competence in technical pedagogical content knowledge and familiarity with information and communication technologies are prerequisites for employment in Pakistan and other industrialized nations, as well as on the global labor market. Aiming to gauge how future educators in Pakistan view ICT and TPCAK, this study collected data from a representative sample of the country's students. In order to accomplish this, we polled 200 future educators seeking degrees in Bachelor of Education (B.Ed.), Master of Education (M.Ed.), Master of Philosophy (M.Phil.), or Doctor of Philosophy (Ph.D.) from three schools in South Punjab on their thoughts and feelings regarding technology in the classroom (TPACK). We used a 5-point Likert scale to gauge their perspective and attitude towards TPACK and ICT. The results showed that future educators had a favorable impression of communication and information. In terms of content knowledge, technical knowledge, pedagogical knowledge, and technology pedagogical, they had a favorable impression and attitude. The training of future educators should incorporate ICT and TPACK, and instructors should be qualified individuals with extensive knowledge of these topics. In order for students to be a part of the new educational revolution and compete favorably on a global scale, it is essential that ICT be incorporated into the curriculum at both the high school and university levels.
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