Technological Pedagogical Content Knowledge: It's Familiarity, Utilization, and Acceptance to Elementary Mathematics Teachers

The purpose of this study is to determine how the utilization of ICT-based tools enhances the skills of teachers, particularly in the context of pedagogy. The quantitative descriptive-correlation research design with cluster sampling was employed to satisfy the objectives of the study. The Pearson Correlation and Likert scale were employed to determine the level of Technology Acceptance and Technological Pedagogical Content Knowledge of Elementary Mathematics teachers. From the quantitative analysis of the data, findings showed that the popular software choices among Elementary Mathematics teachers across various categories are H5P for authoring softwares, while EndNote is the preferred reference management tool. Microsoft Office (Word) for desktop publishing, Video LAN Client for tutorial software, Kahoot 360 for educational games and zoom for video conferencing software. Elementary Mathematics teachers have a predominantly very low mean level of utilization for various software applications across different categories. It was also revealed that the level of elementary Mathematics teachers in Technology Acceptance of ICT usefulness is strongly acceptable. Furthermore, the level of Technology Acceptance of Ease of use disclosed that the respondents express an acceptance of its Ease of use in ICT utilization. Meanwhile, the overall level of Technological Pedagogical Content Knowledge (TPCK) of the teachers is very high. On the other hand, the relationships between the level of utilization of ICT-Based tools and other software applications are classified as very weak. However, there is a weak relationship between Technology Acceptance level in terms of the usefulness of ICT and ease of use of ICT and TPCK. This correlation is not significant. Thus, the levels of Technology Acceptance in terms of usefulness and ease of use of ICT are closely related to the utilization of ICT in teaching. A strong TPCK foundation can help teachers maximize the potential of ICT in their classrooms, while the perceived usefulness and ease of use of ICT can contribute to the growth of TPCK. Provision of comprehensive training to elementary Mathematics teachers may address the perception of respondents on the usefulness of ICT and, administrator’s empowerment to effectively utilize ICT-based tools in their classrooms, ultimately enhancing teachers’ teaching pedagogy.