La integración de la facultad; la disponibilidad generalizada de la tecnología en la universidad y la escuela afectan los niveles de competencia TPACK de la integración de la tecnología de los docentes en servicio previo.

Yousef A Aljemely

doi:10.46377/dilemas.v33i1.2202

Yousef A Aljemely Department of Educational Science, College of Education, Majmaah University, Majmaah 11952, Kingdom of Saudia Arabia.

DOI: https://doi.org/10.46377/dilemas.v33i1.2202

Palabras clave: Tecnología, integración defectuosa, Educación, TPACK

Resumen

Este estudio tiene como objetivo revelar las competencias de pre-servicio de licenciatura y posgrado (docentes) en sus capacidades para integrar su conocimiento de la educación con el conocimiento del contenido académico de especialización utilizando herramientas tecnológicas, de acuerdo con el marco de conocimiento de la educación tecnológica contenido Tepak (TPACK). Para lograr el objetivo del estudio, se preparó un cuestionario y 120 encuestados completaron el cuestionario. Los resultados del estudio resaltaron que no hay diferencia en la percepción de los maestros de pre-servicio de TPACK y la percepción de los maestros de posgrado sobre TPACK.

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