DIGITAL LITERACY AND TPACK INTEGRATION: AN EMPIRICAL STUDY OF PROSPECTIVE TEACHERS IN PAKISTAN

Abstract

This paper was explored the correlation between the digital literacy (DL) and Technological Pedagogical Content Knowledge (TPACK) in prospective teachers. The quantitative design used was corelational, and a multi-stage method of sampling was used in choosing the sample size of 415 participants across the chosen universities. Two modified tools the Digital Literacy Scale and the TPACK Scale were employed. Reliability was determined with the use of Cronbach alpha and validity was ensured by reviewing and pilot-testing by the experts which indicated high internal consistency. The analysis of data was done through descriptive statistics, Pearson correlation, and independent samples t-tests. The results unveiled a significant positive association between digital literacy and TPACK that indicated  potential teachers who were more digitally literate defined better technological integration competencies. An important variability was also noted in terms of the type of institution (public/private) as well as gender. Future teachers at the public universities were found to have relatively low digital literacy and TPACK, which is mostly explained by the lack of access to digital resources and inadequate training. The paper demonstrates the importance of special professional development programs to enhance the level of digital literacy and TPACK, especially in public universities. Fair access to digital infrastructure and training should be given to ensure better integration of technology and better quality of teaching in Pakistan. The research was constrained to the universities in Lahore.