An Examination of Lecturers' Technological Pedagogical Content Knowledge Perceptions at the Faculty of Education in EMU in Cyprus

Abstract

The use of technology in instruction has brought about different perceptions. The need to know how teachers integrate technology in instruction has brought about different views. Therefore, this study mainly seeks to understand these views on lecturers' technological pedagogical content knowledge (TPACK) perceptions, as it examines how their views differ according to gender, employment status, department and the state of in-service training oriented towards the use of technology. In order to achieve the above stated aim, the researcher statistically examined Eastern Mediterranean University (EMU) Faculty of Education lecturers' TPACK perceptions. In this research, a TPACK survey instrument was administered to 53 lecturers, and a questionnaire was used to ascertain their perception levels across the seven TPACK dimensions. Mean, standard deviation, percentage, frequency and non-parametric tests (Mann-Whitney U test and Kruskal-Wallis test) were used for data analysis. The study reveals that lecturers' perceptions of TPACK were significantly high across all knowledge dimensions and there were statistically significant differences on how lecturers viewed TPACK according to the above listed variables. These differences occurred in Technological Knowledge (TK) and Pedagogical Content Knowledge (PCK) according to gender; Technological Knowledge (TK) and Technological Pedagogical Knowledge (TPK) according to employment status; Technological Knowledge (TK), Technological Pedagogical Knowledge (TPK), and Technological Pedagogical Content Knowledge (TPACK) according to department, and Pedagogical Content Knowledge (PCK) according to in-service training.