شبكة المعلومات العربية التربوية

This study aimed to determine the extent to which Arabic language teachers in Riyadh applied on their practice the three areas of knowledge for Technological Pedagogical and Content Knowledge (TPACK). Plus, to identify the relationship between their knowledge of TPACK and demographic variables. Moreover, to design a model based on TPACK framework and the instructional design model (Gerlachk & Ely) to integrate technology in education. A (169) high school Arabic language teachers and (53) Arabic language educational supervisors were selected randomly to complete the electronic questionnaire. One of the main findings was a significant difference between the average responses of Arabic teachers and their supervisors’ responses on the level of knowledge on TPACK areas in actual learning practices, as well as a significant difference on (TK) and its components attributed at the level of significant (α = 0.05) due to age. As a result of these findings the researchers designed a proposed model based on the TPACK framework and the instructional design model (Girlach & Ely) to integrate technology in general education. They also recommended to apply the model for teachers’ qualifying and training programs, and to conduct other studies in TPACK domains. (Published abstract)