Exploring Technological Pedagogical Content Knowledge (TPACK) Among Visual Arts Teachers

This study investigated the levels of Technological Pedagogical Content Knowledge (TPACK) among visual arts teachers in the Diyarbakır region during the 2023-2024 academic year, considering various demographic variables. Using a descriptive survey design and a quantitative approach, the study involved 152 visual arts teachers selected through convenience sampling. Data were collected using a demographic information form and the Technological Pedagogical Content Knowledge Scale. The results indicated a high proficiency across all dimensions of TPACK: technology knowledge, pedagogical knowledge, content knowledge, and the integrated TPACK construct. Furthermore, no significant differences in TPACK levels were observed based on gender, socioeconomic status, participation in educational technology training, or years of teaching experience. These findings suggest that visual arts teachers in the Diyarbakır region possess strong capabilities in the various knowledge domains that contribute to effective technology integration in teaching. The study underscores the importance of incorporating technological advancements into visual arts curricula and teacher training programs, with a focus on developing TPACK. It is recommended that pre-service teachers be provided with practical experiences to enhance their competence in integrating technology within educational contexts.