Abstract:
Pedagogical Content Knowledge (TPACK) levels were investigated through multiple embedded case
studies of five science teachers who were regular users of technology in their teaching. The case studies
reported in this chapter revealed that teachers used technology to support inquiry learning through a
wide range of ways in lower levels of high school but mostly to clarify concepts and theories for senior
level students. This chapter identified that teachers demonstrated different TPACK levels of expertise and
engagement in the use of technology when transferring different types of knowledge from one teaching
and learning context to another and for addressing differences amongst learners. The context of assessment
driven teaching influences science teachers’ TPACK for integrating technology in instruction.
The chapter noted that having teachers actively evaluate the effectiveness of the technology on students’
learning may help increase teachers’ TPACK levels.
