Abstract
This study aims at investigating preparedness of tutors to effectively use TPACK in the implementation of Associate Degree in Education (ADE) and Bachelors of Education (B.Ed., 4 years) programs in an open and distance learning organization. It used the conceptual framework of Technological Pedagogical Content Knowledge (TPACK) for collection of empirical data and its analysis. TPACK enables the researchers to conceptualize technology in its relationship with the content of school subjects and the pedagogical issues. Specifically, the study documented the characteristics of the population of tutors participating in the implementation of ADE and B.Ed. programs and assessed strength of relationship between the tutors’ characteristics and their state of preparedness to use TPACK in delivering their courses. The study followed quantitative approach to address the research questions. A survey was conducted in regional centres of Allama Iqbal Open University (AIOU) Islamabad. Sample of the study was 94 tutors from 10 regional centres of AIOU. TPACK preparedness questionnaire was used as instrument to collect data from the participants. Data were analyzed using descriptive statistics. Results showed that in content knowledge, technology knowledge science tutors have sufficient knowledge and skills of use of technology integrated with content and various strategies of developing understanding of science. Although tutors’ response was average on the factors of social studies, literacy and pedagogical knowledge. Mean scores of pedagogical content knowledge, technological content knowledge, technological pedagogical knowledge and technology pedagogy content knowledge reveals that tutors have less knowledge about how to choose the technology that enhance the teaching and learning approaches for a lesson. Teacher educators are not as much prepares to select the technologies to use in their classroom that support teaching learning process.