International Journal of
Information and Education Technology

Abstract

Like several other countries, Malaysia sees information and communications technology (ICT) as a potential tool for improving education quality. However, there is a shortage research examining the knowledge of Malaysia secondary school teachers in science ICT integration. Therefore, this study aims to investigate the secondary science teachers of Malaysia at exploring their perceptions of ICT integration regarding Technological Pedagogical Content Knowledge (TPACK), which focused on quantitative findings supported by qualitative findings. This sequential explanatory approach aims to examine the views of science teachers regarding technology integration with respect to TPACK. The study included 219 survey respondents and 3 interview participants. For the quantitative data analysis, descriptive statistics and multiple regression were used, while a thematic method was performed for the qualitative data analysis. The results indicate that the understanding of science teachers regarding their technology-based knowledge is lower than that of non-technology awareness, both pedagogical and content awareness. Furthermore, interview results show about the technology integration related to TPACK, namely, type of ICT used, pedagogy of teaching, content knowledge and the purpose of ICT integration. The results address implications for professional development and programme accreditation for the secondary school science teachers.