THE TPACK MODEL AS A TRANSITION MECHANISM FROM FACE-TO-FACE TO VIRTUAL TEACHING IN HIGHER EDUCATION IN BOGOTÁ

Abstract

The purpose of this research is to evaluate the pedagogical, technological, and content knowledge possessed by teachers who provide training in technical and technologist programs at the SENA technical and technologist levels and professional training in higher education in Colombia. To fulfill the purpose of the study, the TPACK instrument was applied to 183 teachers. The data analysis used statistics correlation processed through the statistical package R. As a result, the pedagogical and technological knowledge possessed by the teachers is relevant and adequate to articulate them in the teaching-learning processes, these respond to the changing needs so that they can move from a classroom training to a virtual one. Consequently, the integration of teachers' TPACK knowledge favors students' learning at different levels of training and its impact on the transformation from face-to-face to virtual.