A Study on the TPACK Recognition of Elementary School Teachers on Newly Introduced Technology in the era of 4th Industrial Revolution

This study aims to analyze the recognition of elementary school teachers’ TPACK concept using IPA method for three newly introduced technologies (augmented/virtual reality, robotics, online education) which are expected to be used in education in the era of the 4th Industrial Revolution, and examined whether there are differences in the recognition of those technology according to teachers’ background. Both TPACK recognition and preparation level of augmented/virtual reality, robotics, and online education of elementary school teachers were higher in order of online education, augmented/virtual reality, and robotics. As a result of the recognition of TPACK domain by three technologies using IPA method, robotics should be developed intensively in the TCK domain, and online education and augmented/ virtual reality should be intensively developed in the TPK domain. According to the gender and year of experiences of teachers, both male and female teachers showed the highest level of understanding and preparedness on online education. Overall, male teachers’ the level of understanding and preparedness were higher than that of female teachers. In addition, year of teaching experiences does not impact on the understanding of online education and robotics in education. However, the preparedness of using technology was proportional to the years of teaching experiences. On the other hand, it was found that the degree of understanding and preparedness is lower in the augmented / virtual reality as the teaching experiences is higher. Based on these results, it is required to support in the areas of administrative and financial support as well as professional development such as best practices so that teachers can utilize the technology and enhance TPACK level for the meaningful use of newly introduced technology.