Application of Tpack model to enhance teachers’ digital pedagogical competence: a case of selected secondary schools in Wakiso District

Abstract

This study aimed at examining the digital pedagogical competence of teachers through application of the TPACK model, with the aim of developing design principles that guide teachers to effectively integrate ICT in the teaching and learning process in the New Lower Secondary Curriculum (NLSC). The study was premised on three objectives namely; to examine the teachers’ competence in using digital tools and technologies to effectively teach the subject matter during lesson delivery; to assess the teachers’ ability to design and produce digital instructional materials that meet the needs of learners and lesson objectives; and to develop design principles aimed at guiding the training of teachers in digital pedagogical competencies for effective integration of ICT in the teaching and learning process. The study used Design Based Research with a mixed-methods approach, gathering data from teachers, students, and school administrators. It found that while teachers are moderately competent and show capability in creating instructional materials aligned with learners needs, many struggle with digital tool usage and require more support. Students generally endorse their teachers' digital efforts, with smartphones and computers being the most common devices used. However, limitations such as poor internet access, scarce digital resources, and inadequate technical skills hinder effective ICT integration. Institutional challenges like limited support, restricted training access, and time constraints obstruct progress. In response to the findings, the study developed the TPACK Enabled Training (TET) Principles to aid the training of teachers in digital pedagogical competence. These principles emphasise one-on-one coaching, continuous training workshops, professional learning communities, interactive workshops, personalized coaching, learning communities, peer interaction, and institutional supportive policies and initiatives that align curriculum with digital content creation. Reward systems may further motivate teachers to strengthen their digital teaching competencies.