University teachers' perceptions of ICT-based teaching to construct knowledge for effective classroom interaction in the context of TPACK model.

The purpose of the research was to investigate university teachers' perceptions of information and communication technology (ICT) to enhance teaching and construct new knowledge. The objective was to determine how teachers at the University of the Gambia perceived the effectiveness of the TPACK (Technology, Pedagogy, and Content Knowledge) model in teaching through ICT and how different attributes of teachers affect their level of TPACK knowledge. This study used a questionnaire, adapted from the TPACK model, which was administered to 88 faculty selected purposively from the University of the Gambia to collect data on their level of awareness of ICT-based teaching. Descriptive analysis was first run to check the scores of all components of TPACK, then a correlational analysis was carried out to measure the relationship between the TPACK constructs. The data collected from these analyses were used to construct a structural equation model that showed the relationship between TPACK constructs as perceived by the faculty of the University of the Gambia. The results of this study showed that the individual construct (i.e., technology, pedagogy, and content) and the paired constructs (i.e. Technology and Pedagogy, Technology and Content, Pedagogy and Content knowledge) of TPACK are positively correlated with teachers' perceived TPACK, as well as the findings are consistent with the earlier claim that ICT-based instruction may not progress as quickly in education even when it is available and teachers are not knowledgeable about it. The results contribute to earlier research that aims to develop strategies for implementing ICT-based instruction in HEIs and offer advice to educators on how to create policies including TPACK components in their teaching and learning.