Technology Integration Analysis among TVET Lecturers in Sarawak
Keywords:Technological pedagogical and content knowledge (TPACK), Technical and Vocational education and training (TVET), community college, technology, covid-19
High-quality TVET graduates are top priorities, as it directly impacts the country's economic development. Consequentially TVET lecturers should equip themselves with sufficient pedagogical and content knowledge in the skills taught. Furthermore, the Covid-19 pandemic has had an impact on TVET education, urging the use of technology in a more holistic approach. This study evaluates the current level of competencies of TVET lecturers in integrating technology in their teaching and learning from the lenses of the Technological Pedagogical Content Knowledge (TPACK) model. This study used a quantitative research methodology through a survey approach on TVET lecturers. A questionnaire was distributed to all TVET lecturers from six Community Colleges in Sarawak (N = 68, n = 62). Analysis of quantitative study findings showed that TVET lecturers assumed their technological, pedagogical, and content knowledge (M = 5.71, SD = .691). The mean score of technological knowledge (TK) was the most dominant knowledge component (M = 5.91, SD = .726). The mean score of TPACK knowledge was the lowest knowledge component mastered (M = 5.46, SD = 1.046). The main findings are discussed in terms of demographics such as gender, teaching experience, academic level, and field of specialization, to better understand the level of knowledge of current TVET lecturers. As a result, policymakers could design professional development programs that consider the interaction of pedagogical, content, and technological knowledge to improve TVET teaching and learning, in accordance with the Ministry of Higher Education's emphasis on the TVET sector as a catalyst for national development.
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