Examining the Relationship Between TPACK Knowledge and Integration of Educational Technology Tools Among In-Service Chinese Language Teachers in Rural China

Authors

  • Wang Lixia, Lee Jun Choi, Ling Chen

Keywords:

TPACK, educational technology integration, in-service teachers, rural education, teacher professional development

Abstract

This study examines the role of Technological Pedagogical Content Knowledge (TPACK) in Educational Technology (EdTech) integration among in-service Chinese language teachers in rural China. Using a cross-sectional survey of 506 teachers, findings indicate that
Technological Pedagogical Knowledge (TPK) is the strongest predictor of EdTech adoption,significantly enhancing instructional efficacy and adaptability. Technological Knowledge (TK) and Technological Content Knowledge (TCK) also contribute, while Pedagogical Knowledge (PK) and Content Knowledge (CK) show minimal impact. The study highlights the need for TPK focused professional development and cost-effective digital solutions to bridge rural resource gaps and promote equitable digital learning.

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References

Abowitz, D. A., & Toole, T. M. (2010). Mixed method research: Fundamental issues of design, validity, and reliability in construction research. Journal of construction engineering and management, 136(1), 108-116.

Agustini, K., Santyasa, I., & Ratminingsih, N. (2019). Analysis of competence on “TPACK”: 21st century teacher professional development. Journal of Physics: Conference Series,

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Published

2025-06-01

How to Cite

Wang Lixia, Lee Jun Choi, Ling Chen. (2025). Examining the Relationship Between TPACK Knowledge and Integration of Educational Technology Tools Among In-Service Chinese Language Teachers in Rural China . Pegem Journal of Education and Instruction, 15(4), 812–829. Retrieved from https://pegegog.net/index.php/pegegog/article/view/4103

Issue

Vol. 15 No. 4 (2025): CURRENT ISSUE

Section

Article

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