TPACK: a descriptive study of science teachers’ integration of the virtual laboratory in rural school teaching

Figures & data

Figure 1. Updated TPACK diagram (Mishra, 2019, p. 2).

Table 1. The eight TPACK framework constructs.

Construct	Abbreviation	Definition
Contextual knowledge	XK	Knowledge of the context
Content knowledge	CK	Knowledge of the subject matter
Technological knowledge	TK	Knowledge of many technologies
Pedagogical knowledge	PK	Knowledge of teaching methods
Technological content knowledge	TCK	Knowledge of delivering subject matter through the application of technology
Technological pedagogical knowledge	TPK	Knowledge of incorporating technology to implement diverse teaching strategies
Pedagogical content knowledge	PCK	Knowledge of teaching methods tailored for different types of content
Technological pedagogical content knowledge	TPACK	Knowledge of utilising technology to execute teaching methodologies across diverse subject content

Mishra (2019, p. 9).

Table 2. Demographics of the respondents.

	N	%
Gender
Male	67	36
Female	119	64
Age (years)	N	%
< 21	7	4
22–30	48	26
31–40	64	34
41–50	51	27
51–60	13	7
> 61	3	2
Teaching experience	N	%
0–4	30	16
5–10	68	37
11–15	39	21
16–20	32	17
21–25	6	3
> 26	11	6
Educational level	N	%
Bachelors’ degree	97	52
Post-graduate certificate	65	35
Master’s degree	11	6
Doctoral degree	0	0
Other	13	7

Table 3. Questionnaire reliability statistics.

Construct	No. of variables	Cronbach alpha coefficient	Result
TK	6	0.78	Reliable
CK	6	0.82	Highly reliable
PK	8	0.82	Highly reliable
PCK	5	0.81	Highly reliable
TPK	3	0.83	Highly reliable
TPACK	3	0.75	Reliable
Total scale score	31	0.80	Highly reliable

Table 4. Classification of mean scores.

Mean score	Classification
1.0–1.79	Very low
1.8–2.59	Low
2.6–3.39	Medium/Neutral
3.4–4.19	High
4.2–5.0	Very high

Table 5. Descriptive statistics: TPACK domains.

Domain	N	Mean	SD	Min	Max
TK	186	3.44	1.00	1.00	5.00
CK	186	4.31	0.46	2.00	5.00
PK	186	4.25	0.38	2.00	5.00
PCK	186	3.88	0.68	1.00	5.00
TPK	186	2.99	1.04	1.00	5.00
TPACK	186	3.03	0.96	1.00	4.00

Figure 2. Descriptive statistics: TPACK domains (N = 186).

Table 6. Descriptive statistics: Technological knowledge (N = 186).

Statement	Mean	SD	Min	Max
I can learn to use educational technologies easily	3.82	1.02	1.00	5.00
I can teach with the use of different technologies	3.31	1.13	1.00	5.00
I often play around with technology tools	3.39	1.19	1.00	5.00
I know of a lot of different technology tools	3.13	1.24	1.00	5.00
I keep up with important emerging technologies	3.66	1.02	1.00	5.00
I know which technologies would work best for my life sciences teaching	3.34	1.23	1.00	4.00

Overall mean score (3.44) and standard deviation (1.00).

Table 7. Descriptive statistics: Content knowledge (N = 186).

Statement	Mean	SD	Min	Max
I possess sufficient life sciences knowledge to teach the subject	4.27	0.64	2.00	5.00
I can use a scientific way of thinking	4.24	0.62	2.00	5.00
I have many ways and approaches of increasing my own life sciences understanding	4.17	0.52	3.00	5.00
I am familiar with the life sciences content that is prescribed by CAPS	4.46	0.53	3.00	5.00
I understand and can explain the concept of the scientific method	4.33	0.60	2.00	5.00
I have sufficient knowledge to answer most learners’ life sciences questions	4.38	0.57	3.00	4.00

Overall mean score (4.3091) and standard deviation (0.4623).

Table 8. Descriptive statistics: Pedagogical knowledge (N = 186).

Statement	Mean	SD	Min	Max
I can assess learners’ performance in life sciences, including knowledge of different cognitive levels, degrees of question difficulty, and the concept of a “reasonable learner”	4.10	0.56	3.00	5.00
I know how to adapt my teaching depending on what learners understand or do not understand	4.22	0.56	2.00	5.00
I know how to assess learning in multiple ways	4.20	0.58	2.00	5.00
I can adapt my teaching style to different learners	4.29	0.50	3.00	5.00
I can use various teaching approaches in my life sciences class	4.26	0.49	3.00	5.00
I am familiar with common learner understandings and misconceptions of life sciences	4.24	0.53	3.00	5.00
I can organise and maintain class management and control	4.41	0.58	3.00	5.00
I am familiar with the prescribed life sciences textbooks and other learning resources used in most South African classrooms	4.29	0.59	2.00	5.00

Overall mean score (4.25) and standard deviation (0.38).

Table 9. Descriptive statistics: Pedagogical content knowledge (N = 186).

Statement	Mean	SD	Min	Max
I can teach specific life sciences concepts/topics using specific virtual lab experiments	3.86	0.96	1.00	5.00
I know which life sciences concepts/topics to teach using simulations	3.88	0.81	1.00	5.00
I have the knowledge to teach life sciences using videos and audio, eg from YouTube	4.15	0.75	2.00	5.00
I have the knowledge to teach life sciences using virtual labs on mobile devices such as cell phones, tablets, and iPads	3.65	1.04	1.00	5.00
I have the knowledge to teach life sciences using digital boards, eg data projectors and smartboards	3.88	1.00	1.00	5.00

Overall mean score (3.88) and standard deviation (0.68).

Table 10. Descriptive statistics: Technological pedagogical knowledge (N = 186).

Statement	Mean	SD	Min	Max
I can select technologies that enhance my teaching strategies for a lesson	3.01	1.23	1.00	5.00
I can select technologies that enhance learners’ understanding of a lesson	3.10	1.15	1.00	5.00
I always think critically about how to use virtual labs in my life sciences class	2.79	1.13	1.00	5.00

Overall mean score (2.99) and standard deviation (1.04).

Table 11. Descriptive statistics: Technological pedagogical content knowledge (N = 186).

Statement	Mean	SD	Min	Max
I can adapt and use particular experiments in virtual labs to meet my different learners’ learning capabilities	3.01	1.04	1.00	5.00
I can teach life sciences concepts/topics that appropriately combine the content with technology skills using science experiments in a virtual lab	3.03	1.01	1.00	4.00
I can teach life sciences concepts/topics that appropriately combine the content with different teaching strategies using science experiments in a virtual lab	3.04	0.99	1.00	5.00

Overall mean score (3.03) and standard deviation (0.96).

Mishra, P. (2019). Considering contextual knowledge: The TPACK diagram gets an upgrade. Journal of Digital Learning in Teacher Education, 35(2), 76–78. https://doi.org/10.1080/21532974.2019.1588611

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