Document Type : Original Research Paper
Authors
Department of Education, Faculty of Education& Psychology, University of Isfahan, Isfahan, Iran
Abstract
Background and Objectives: With the expansion of digital technologies and their increasing role in teaching and learning processes, teachers require knowledge and skills that enable them to effectively integrate technology, content, and pedagogy. An essential aspect of this knowledge is the ability to conduct online assessments, which can enhance students’ learning experiences and since the elementary school is the first time that students are exposed to formal education and has a significant impact on their growth and learning, it is doubly important for teachers of this age to have knowledge of TPACK. Currently, qualitative and descriptive assessment is prevalent in elementary schools, and teachers use a variety of tools and methods. With the development of information technology, the need for online assessment at this stage is felt more than ever, but this method of assessment, especially in the elementary school, is accompanied by numerous challenges. The difficulties of descriptive assessment in the digital space double the need to improve teachers' online assessment skills. The primary objective of this study was to analyze the current state of integrating technology, content, and pedagogical approaches in online teaching and assessment, as well as to investigate the demographic factors influencing these skills.
Methods: This research was applied in terms of purpose and quantitative, non-experimental or more precisely descriptive. Since in this research, the researchers' goal was to investigate the level of technology integration knowledge and online assessment skills of elementary school teachers and its relationship with demographic characteristics, the method of this research could be considered descriptive. The statistical population of this research comprised of teachers (male and female) of elementary schools in Shahin Shahr, Isfahan province, in the academic year 2022-2023 (507 people), of whom 247 took part. To conduct this research, the shortened TPACK Knowledge Questionnaire by Schmidt et al (2020) with a Cronbach's alpha of 0.77 to 0.91 and the researcher-made online teacher assessment skill questionnaire were used. The reliability of the shortened TPACK Knowledge Questionnaire and the online teacher assessment skill questionnaire was calculated as 0.964 and 0.949, respectively. Standard questionnaires were designed in two sections: TPACK knowledge and online assessment skills and distributed to elementary school teachers. After collecting data, the findings were analyzed at two levels of descriptive and inferential statistics. At the descriptive level, frequency and percentage, mean and standard deviation were used, and at the inferential level, Kolmogorov-Smirnov test, independent t-test, analysis of variance, and least difference between means test were used.
Findings: The results of the study showed that elementary teachers had relatively high knowledge of TPACK and were able to integrate technology, content, and pedagogy well; but they faced challenges in online assessment skills, especially in areas such as initial assessment, peers, and emotional feedback. However, they performed better in assessing assignments and promoting learning. Also, demographic characteristics such as education, teaching experience, and to some extent gender were influential on the level of TPACK knowledge and online assessment skills of teachers.
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© 2025 The Author(s). This is an open-access article distributed under the terms and conditions of the Creative Attribution-NonCommercial 4.0 International (CC BY-NC 4.0) (https://creativecommons.org/licenses/by-nc/4.0/)
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