Technology-enhanced Teaching in Engineering Education: Teachers’ Knowledge Construction Using TPACK Framework

Abstract

This study investigates the knowledge that engineering teachers should possess in order to effectively implement technology-enhanced instruction in their teaching practice using Technological Pedagogical Content Knowledge (TPACK) framework, although its (TPACK) use in HEIs is inadequate. The objectives of this investigation are to investigate what TPACK construct is using in engineering education (Eng. Ed) and to study how different attributes of a teacher affect their level of TPACK knowledge. In order to accumulate engineer teachers’ knowledge, a descriptive self-assessment tool designed in a Google form was administered via email to 220 teachers from two different universities of Bangladesh located in the business district of Dhaka. Descriptive analysis, Pearson’s correlation coefficient (r), Exploratory Factor Analysis, Cronbach Alpha test, ANOVA, and Levene test were carried out to analyse the collected data. The outcomes of this investigation confirmed the practicality of the framework and discovered significant differences regarding technological knowledge (TK), conventional knowledge (PK/PCK) in field of study of the teacher and a significant difference in technology-enhanced instructions in regard to age group of the teacher. The results support the previous argument that only availability of technology and teachers’ technology knowledge in Eng. Ed may not accelerate technology-enhanced teaching. The findings add knowledge to prior research whose objective is to find ways of incorporating technology-enhanced instructions in HEIs and thus, provide recommendation to Eng. Ed towards formulating policies on incorporating TPACK components in their teaching.