Technology Pedagogy Content Knowledge Skills of Early Childhood Education Teachers’

Abstract

The purpose of this study was to determine the Technology Pedagogy Content Knowledge (TPACK) skills of early childhood education teachers. The covid-19 pandemic has forced to implementation of social distancing protocols resulted in a rapid transition to online teaching and learning in early childhood education school. The research utilized surveys. The research sample was 90 early childhood education teachers’. Data collection through questionnaires. The results showed that early childhood education teachers' had applied of the aspects: (1) CK was 89% has strong knowledge, (2) PK was 94% has strong knowledge, (3) TK was 55% adequate, (4) PCK was 89 % has strong knowledge, (5) TCK of 63% adequate, (6) TPK of 67% adequate, (7) TPACK fairly adequate. The conclusion TPACK changing the pedagogical methods from a pure behaviorism model and going towards a constructivist approach. Program used html, codes, web tutorials, blogs, and google sites. The covid 19 pandemic has been that for more than a year, teachers have adapted to using technology in learning as a new habit.