Level of Technological, Pedagogical, and Content Knowledge of Professors in National University, Manila: Basis for a Proposed Computer Literacy Program

The Philippines’ Commission of Higher Education (CHED) has embarked on significant educational reforms, wherein technology is integrated with the pedagogical methods currently employed by professors and infused into the contents of the professors’ intended course curriculum. More specifically, this paper assessed the level of technological, pedagogical, and content knowledge (TPACK) of National University College of Education, Arts, and Sciences (NU-CEAS) faculty members. This study adopted a mixed-methods approach to answer the research questions, while a quantitative nonexperimental was used to analyze the survey result. The results highlighted the importance of TPACK among professors, especially in the present educational set-up, wherein pure online classes are being conducted. Respondents have expressed their need for technological infrastructure support, which includes updated technological software and gadgets, strong and reliable internet connection, and WIFI allowance to maximize their productivity in delivering their online classes. It is recommended that the institutional managers and key stakeholders implement periodic mounting of skill enhancement webinars and workshops to enhance the technological pedagogy, technological knowledge, and content knowledge of the NU-CEAS faculty.