Attitude and technological pedagogical and content knowledge: The reciprocal predictors?

Abstract

Attitude toward technology integration and TPACK have been found to influence technology integration. However, little research has been dedicated to examining the relationship between them. This paper reports on a study that investigated the relationship between mathematics teachers’ attitudes and TPACK for 125 participants from Dar es Salaam—Tanzania who filled out the attitude and TPACK questionnaires. The Pearson product-moment correlation and standard multiple regression were used for analysis. Attitude and TPACK were seen to have a strong positive correlation. Models involving attitude dimensions and TPACK dimensions were seen to predict TPACK and attitude respectively. Implications from this relationship are provided.

Keywords:

• Attitudes
• TPACK
• Technology integration
• predicting attitude and TPACK
• relationship between attitude and TPACK

Disclosure statement

The authors report there are no competing interests to declare.

Note on contributor

Joseph Njiku, is a lecturer at the Dar es Salaam University College of Education – a constituent college of the University of Da es Salaam. He specializes in mathematics education and technology integration.