Integrating Digital Tools in Art Education: A Study of TPACK Development in Chinese Pre-Service Teachers

Abstract

The research aims to assess the proficiency levels across various TPACK domains, understand the interconnections among these domains, and evaluate the impact of specific knowledge areas on overall TPACK development. A quantitative research methodology was employed, utilizing a survey questionnaire based on the TPACK framework. Data were collected from a sample of pre-service primary art teachers and analyzed using SPSS and SmartPLS. The findings reveal a spectrum of proficiency levels in TPACK domains, with notable strengths in Technological Content Knowledge (TCK) and Technological Pedagogical Knowledge (TPK). Correlation analysis showed significant relationships among the TPACK domains, while path analysis highlighted the substantial influence of Technical Knowledge (TK) and TPK on TPACK development. The conclusion of the study underscores the critical role of technological integration in art education and the necessity for targeted improvements in teacher education programs. The results advocate for a more nuanced approach in preparing pre-service art teachers, emphasizing the importance of a well-rounded TPACK framework that balances technological skills with pedagogical and content knowledge. This research contributes significantly to the theoretical understanding of TPACK in the context of Chinese art education and offers practical insights for curriculum development, professional training, and policy formulation in the digital era.