Technological Pedagogical Content Knowledge: Testing the Assumptions with Teachers of Bhutan

There has been an increased and rejuvenated interest in integrating technology in the day to day lives of the teachers, either due to forced circumstances or to catch up to the global education trend. Teachers’ knowledge and skills in using technology in the classroom is governed by Technological Pedagogical Content Knowledge (TPACK). While there is a plentiful of assumptions regarding the use of technology in the classrooms, this research investigated the technological components of the TPACK framework. Data was collected from 271 teachers in the various parts of the country. Using descriptive and inferential statistics, the scales in the TPACK was analyzed based on participants’ demographic information, such as age, gender, location of the school they are placed at, and teacher certification. Results suggests that there is a gender gap in the scales of TPACK, age and teacher certification are major variables on teachers’ competency and knowledge. Recommendations are discussed.