ISSN: 2226-6348
Open access
Recently, China's education system has steadily been undergoing digital transformation, where teachers, who presupposed all this, now understand the need for technology-based pedagogical content knowledge (TPACK). TPACK is nowadays acknowledged as the most critical variable for integrating technology into the teaching and learning process. Nevertheless, mathematics teachers in middle school still encounter difficulties in enhancing and modifying the educational models. The main reason lies in the culture of examination-oriented education, which is still prevalent in many areas of the country, and the strong existing inequalities in technological resources, in different areas of the country. Thus, the present study explored 100 middle school mathematics teachers' TPACK competencies in Changsha, China, and revealed determining factors of successful technology integration. The study adopted a cross-sectional survey to capture quantitative data and employed correlation and regression as tools to investigate the complex associations of resource access, training experience, environmental conditions, and individual characteristics. The results revealed a positive correlation between TPACK competencies and each of the factors, guided training, and institutional support, which were most strongly linked. Besides that, the teachers were still facing several problems, including lack of digital tools, insufficient professional development opportunities, and a curriculum focused on exams.
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