21st Century Technological Pedagogical Content Knowledge (TPACK) Level Among English Language Educators: A Pilot Study

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Hidayu Shafie , Faizah Abd Majid , Izaham Shah Ismail


Today, the role of technology in education is so crucial, that educators can no longer use the traditional method of teaching (chalk and talk method), but they have to integrate technology in their teaching. Not only that, but they are also required to teach and equip students with 21st century skills, on top of teaching their subject matter. Therefore, educators need to prepare themselves with sufficient technological pedagogical content knowledge (TPACK). In this pilot study, the purpose was to determine the level of 21st century TPACK among English language educators in Malaysia. This was a quantitative descriptive study which involved 30 respondents who were selected through two-stage cluster sampling technique. Based on the results of the study, it was found that the respondents scored themselves the highest on the pedagogical content knowledge (PCK). Meanwhile, they scored themselves the lowest on the technological knowledge (TK) and technological content knowledge (TCK) domains. In general, their score on the overall 21st century TPACK domain was moderate.

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