Technology Integration Knowledge Assessment Among Criminal Justice Educators
Technology integration in education became prevalent during the pandemic. This study aims to determine the knowledge of criminal justice educators’ Technological Pedagogical and Content Knowledge (TPACK) and to investigate how their attributes affect the former. With this, a survey tool was administered to faculty members from three private universities in Baguio City. Specifically, weighted mean, frequency distribution, and analysis of variance (ANOVA) were used to analyze the data. The findings show that they are highly knowledgeable on the content they are teaching (CK); know how to interpret the subject matter and find various methods to represent it (PCK); and finally, know about the methods of teaching and learning (PK). Further, only age and teaching experience emerged to have a significant difference on their level of knowledge. Nevertheless, educators in criminal justice have moderate TPACK knowledge where age and teaching experience are a factor that contribute to their level of knowledge in the successful integration of technology in teaching.
Keywords - Criminal Justice Education, Technology Integration, Technology, TPACK.