Coupling TPACK Instructional Model With Computing Artificial Intelligence Techniques to Determine Technical and Vocational Education Teacher’s Computer and ICT Tools Competence

Abstract

Nowadays, emerging technologies have changed the places of work through computers and ICT tools, which have revolutionized teaching and learning environments in different ways. In spite of the fact that computers as ICT tools have become part and progressively instrument for teachers and instructors used in teaching and learning, but most educators can't incorporate them into their teaching and learning process, which results in students being ill-equipped or lacking some necessary skills in the world of work, which leads to low performance and poor handling of tools whose lead to low production. To tackle this issue, it is essential to develop the technical and vocational education and training (TVET) system by determining the quality of technical and vocational education (TVE) teachers. In this paper, the literature concerning the competence required by TVET teachers towards computer-related instructional tech-nology for classroom teaching and learning was examined through the technological pedagogical content knowledge (TPACK) model. Sixty (60) questionnaires were ad-ministered to TVE teachers within six technical colleges of education in north-eastern Nigeria. The data was quantitatively analyzed using traditional linear models, namely multilinear regression (MLR) and artificial intelligence (AI) models, namely artificial neural networks (ANN) and adaptive neuro-fuzzy inference systems (ANFIS), which were developed using MATLAB 9.3 (R2019a), while the classical linear MLR model was developed using SPSS software. The results from our classical study indicated that TVE teachers are competent in computer and some instructional technology usage and show a high correlation between competence and teaching experience and a lower correlation between competence and gender. The goodness of fit shows a good fit of the model. Future studies should examine the application of other linear and non-linear AI techniques.

Teachers’ AI-TPACK: Exploring the Relationship between Knowledge Elements

“…This technological progress has effectively transitioned society from the information age into a new era of increased intelligence. In this context, the pressing issue is whether the existing TPACK model remains applicable to the evolving demands of teaching and the professional development requirements of educators [53]. With the increasing integration of AI into educational practices, is it necessary to infuse new connotations into the Technological Pedagogical Content Knowledge (TPACK) framework?…”