A. Abu Jaber1, A. Al Shawareb2

1Arab Open University (KUWAIT)
2University of Petra (JORDAN)
Technology has become an important part of teaching and learning within the classroom as well as working with fully online environments. So the rapid and constant pace of change in technology is creating both opportunities and challenges for teaching. The opportunities include greater access to rich, multimedia content, the increasing use of online course taking to offer classes not otherwise available, the widespread availability of mobile computing devices that can access the Internet, the expanding role of social networking tools for learning and professional development, and the growing interest in the power of digital games for more personalized learning.

This study will investigate classroom teachers’ Technology pedagogy content knowledge. The findings will provide important data that may help in planning for learning activities and designing appropriate training programs for in service teachers, and in developing preparing teachers programs, trying to answer the following question: What is classroom teachers’ technological pedagogical content knowledge in teaching?
Do this knowledge different due to: years of experience, level of education, area of Specialization, and having courses in educational technology?

The population will consist of all classroom teachers”first, second and third grade in basic cycle” who used technology at Amman city schools. “Survey of teachers’ knowledge of teaching and technology” developed by Denise A. Schmidt, Evrim Baran, and Ann D ,2011.