Relationship between teacher’s knowledge and digital technology integration in design and technology teaching practices

Quality Technical and Vocational Education and Training (TVET) requires skilled teachers who keep up with global changes in technology. In line with the intention of the Malaysian Ministry of Education, the subject of Design and Technology (RBT) was introduced to expose students to the use of technology in TVET at the lower secondary level. This study was conducted to identify the relationship between technological, pedagogical and content knowledge with the practice of digital technology integration among RBT teachers in Petaling Perdana district. This study uses a quantitative approach in the form of correlation through a survey method involving 229 RBT secondary school teachers. The selection of respondents was made using a simple random sampling method. In summary, the results derived from the descriptive examination of technological, pedagogical and content knowledge indicate a significant level with a score value (M=3.91, SD=0.38). Next, the practice of digital technology integration recorded a score value (M=3.85, SD=0.61) which is at a high level. Pearson's correlation analysis shows that there is a moderate significant relationship between technological, pedagogical and content knowledge with the practice of digital technology integration among RBT teachers (r=0.572, p<0.01). Therefore, the teacher's knowledge must always be consistent at a high level so that the integration of digital technology in RBT subjects can be used as a continuous practice.

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