South African Journal of Education

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Investigating the level of teachers’ Knowledge in Technology, Pedagogy, and Content (TPACK) in Saudi Arabia

Khalid Bingimlas


This self-assessment study aims to investigate Saudi teachers’ knowledge about the three essential components of TPACK, technology, content, and pedagogy. A quantitative research design was employed. The sample included 111 males and 132 females; out of which, 116 were primary grade teachers, 55 were middle grade teachers, and 72 were secondary grade teachers. Around 32% of the teachers had teaching experience of between 10 and 20 years, and about 27% had teaching experience of between 5 and 10 years. A majority of the teachers reported that they had an average confidence level of knowledge relative to the TPACK framework. Certain differences existed amongst them on the basis of their gender, teaching subjects, and teaching experience. Statistically, a significant difference was shown between technological content knowledge and teaching experience. A recommendation resulting from the study was that the teachers ought to change their teaching style from traditional to effective learning approaches with the use of technology. Beyond this, the Ministry of Education ought to focus on providing both girls’ and boys’ schools with educational technologies, and teachers with effective technological training.

Keywords: content; knowledge; pedagogy; Saudi Arabia; social media; teachers; teaching strategies; technological training; technology; TPACK framework
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