TPACK designs of prospective teachers and the influence of digital competence and academic engagement

Abstract

The main purpose of this work is to determine whether future teachers are able to effectively integrate technology into the teaching-learning processes, a model known as TPACK, and to determine possible factors that influence the achievement of the designs (digital competence and academic engagement). For this purpose, a mixed descriptive and inferential methodology is implemented, based on analogies and ICT, in which the results are evaluated by means of works elaborated by the students and internationally validated questionnaires. A total of 182 third year students of the Degree in Primary Education participated; 59 papers were presented and only 14 were considered adequate, i.e., few students with a certain teaching CD. A statistically significant relationship between the variables studied is also corroborated and a direct influence with the designs is intuited. It is concluded that it is important to improve training in the TPACK model.