Abstract 5 (January 2022) Richa Arora & Sesadeba Pany


International Refereed/ Peer Reviewed Journal of Education

Vol. 8 (1) Jan 2022, pp. 40-49, E-ISSN: 2395-7344, P-ISSN: 2320-9526

Title:  Technological Pedagogical and Content Knowledge (TPACK) and Willingness to Learn among Elementary Mathematics Teachers

Article DOI: 10.46704/pol.2022.v08i01.005

Richa Arora, Assistant Professor in Pedagogy of Mathematics, R.S.D. College, Ferozepur, Punjab, India. email id: richa.arora0187@gmail.com

Sesadeba Pany,Assistant Professor, Department of Education, Central University of Punjab, Bathinda, Punjab, India. email id: drpany_s@yahoo.com


After the initiative of Digital India, the pandemic and repeated shutdowns of schools have increased the pace of digitization. Subsequent to these alterations in our day to day lives, online education has become normal for everyone. But, majority of teachers faced the challenge of integrating technology in their teaching-learning process during this transition time. For appropriate integration of technology in teaching of any subject, a teacher requires an adequate level of Technological Pedagogical and Content Knowledge (TPACK) and willingness to learn new knowledge and skills. Considering the importance of mathematics at higher level of studies, this study attempts to examine the level of TPACK and willingness to learn of elementary mathematics teachers of government schools of state Punjab (India). Self-constructed and standardized tools were used for collecting data from 189 elementary mathematics educators. Results indicated that the elementary school mathematics teachers have moderate level of TPACK and willingness to learn. Furthermore, the level of TPACK of mathematics teachers is independent of their level of willingness to learn. Training programs and resources should be made available to the teachers for successful integration of technology.

Keywords: TPACK, Willingness to learn, Teachers, Mathematics, Technology.