The Application of TPACK Theory in High School Physics Teaching Design

Abstract

The integration of information technology in education has the potential to bridge disparities in educational resources across different regions. This study examines the application of the Technological Pedagogical Content Knowledge (TPACK) framework in high school physics teaching, with a particular focus on its role in addressing regional disparities in educational resources in China. A quasi-experimental design was conducted in Anyang County High School, where two classes received TPACK-based instruction while two control classes followed traditional teaching methods. Data were collected through pre- and post-intervention questionnaires assessing classroom environment, technology integration, learning experiences, and learning outcomes, alongside physics test scores. Results indicate that TPACK-based teaching significantly improved students’ engagement, classroom interaction, and conceptual understanding of physics. The use of digital tools facilitated access to high-quality educational resources, reducing the impact of regional disparities in teacher expertise and instructional quality. Teachers in the experimental group demonstrated enhanced technological proficiency, enabling them to integrate technology into pedagogy more effectively. These findings suggest that implementing the TPACK framework can serve as a viable strategy to narrow the educational gap by enhancing teaching quality in under-resourced schools. However, further efforts are needed to provide targeted teacher training and optimize the integration of technology into instructional design. This study offers valuable insights into the role of technology in promoting equitable access to quality physics education.