Assessing Teachers’ TPACK Readiness for Blended Learning at the Higher Education Level

Abstract

Today’s world is a global village where almost everything is being operated with the use of technology. People of today are more technologically smart, advanced and much aware than those of the past. Technological advancement has made our lives easier and education nowadays is quite different from what it was in the past. Keeping in view the significance of technological literacy in today’s world, this study was designed to analyze teachers’ readiness for blended learning at the higher education level on university teachers in the Islamabad region. This study followed a quantitative approach, with a sample of 520 university teachers selected through proportionate stratified sampling, ensuring equal sampling proportion from each subgroup by taking 10% from each group. A “Knowledge of Teaching and Technology” questionnaire based on the seven domains of Technological, Pedagogical, and Content Knowledge (TPACK) by Schmidt et al. (2009) was adapted to analyze blended learning readiness. Data was statistically analyzed using Cronbach's Alpha reliability, correlation, and mean. The findings, with a mean score of 4.06, showed that university teachers were highly ready to implement blended learning. The results reflected strong technological and pedagogical preparedness among the faculty. Considering these results, it is suggested that university teachers may be provided with more opportunities to explore new technologies that are integrated into the teaching and learning process worldwide by keeping their knowledge updated on innovative pedagogies which may ensure a conducive learning environment holistically.