Abstract:

This paper presents some of the preliminary results of a pilot study investigating in-service teachers’ levels of technological pedagogical and content knowledge (TPACK) among mathematics teachers in a secondary school in Saudi Arabia. The qualitative data was collected from three mathematics teachers who used iPad in teaching mathematics by using a semi-instructed interview and analysed by thematic analysis.

TPACK framework aims to support the integration of technology into a classroom (Koehler & Mishra, 2009). Teachers who know about TPACK can combine their knowledge of Information and Communications Technology (ICT) with their content and pedagogical knowledge to more easily promote students’ learning (Graham et al., 2012).

Seven elements were identified to analyse the factors influencing in-service teachers’ iPad integration in classrooms. The first is related to technological knowledge. This included issues such as how teachers know about digital technology. The second element is related to content knowledge. This included issues such as teachers' knowledge about the actual subject matter, various strategies for developing teachers understanding and how teachers plan the structure of concepts. The third element is about pedagogical knowledge which explores students' performance and management of the classroom environment. The fourth element is related to pedagogical content knowledge. This includes details about an understanding of the topic, anticipating student misconceptions within a topic and identifying connections between various concepts in teachers' subject matter. The fifth element is about technological content knowledge. It explains more about using technologies such as iPad for teaching and enhancing the understanding of specific concepts. The sixth element is related to technological pedagogical knowledge and how teachers can choose technologies to enhance the teaching and learning approaches for a lesson. The final element is technological pedagogical content knowledge, and it covers how teachers teach lessons that appropriately combine teachers' subject matter, technologies, and teaching approaches.

The research is essential in upgrading the teachers’ competencies in technology skills, primarily to promote students learning. It is crucial to understand TPACK before the iPad can be integrated successfully in schools. One of the preliminary results is that teachers know the useful technologies for teaching specific concepts in their subject matter and how to use them from co-workers. The study will show how teachers' training and teaching experience were effective factors for mathematics teachers in a secondary school, how the TPACK framework helped with this.

The Ministry of Education (MOE) of Saudi Arabia is currently coping with a wave of educational reforms, which aim to improve the teaching and learning of all in-service teachers. ICT is key to Saudi Arabia’s National Transformation Program under Vision 2030. Saudi Arabia’s Vision 2030 initiative is a long-term economic blueprint designed to curtail the country’s dependence on oil. MOE is attempting to maintain its academic excellence at par with other developed nations. Furthermore, ICT literacy enhances classroom teaching and learning via dynamic, interactive and engaging content that can promote experimentation, innovation and best practices. This research illuminates how teachers’ understanding of TPACK can support ICT literacy development in classrooms.

Keywords:

TPACK, iPad, Tablet, ICT, Technology, Teaching Mathematics, Mathematics Teacher, Mobile Learning.