Abstract

• The major purpose of this research is to investigate teacher educators’ pedagogical knowledge of technology integration. The specific purposes of this research are to compare teacher educators’ pedagogical knowledge of technology integration with four dimensions, to investigate teacher educators’ pedagogical knowledge of technology integration by total teaching experiences, and to investigate teacher educators’ pedagogical knowledge of technology integration by educational experiences. Total of (127) teacher educators were selected from three Education Degree Colleges in Yangon Region. A descriptive (survey) research design was used. As an instrument, questionnaire was comprised of (40) items; (10) items in each dimension. A descriptive statistics and independent samples t test were applied to analyze quantitative data. According to research findings, technological pedagogical content knowledge of teacher educators is the highest and technological knowledge is the lowest among the four dimensions of pedagogical knowledge of technology integration. There were no significant differences in pedagogical knowledge of technology integration between the two groups by the total teaching experiences and by the educational experiences. Thus, it is hoped that this study will partially support the improvement of teacher educators’ pedagogical knowledge of technology integration. It was suggested that the teacher education program should provide enough technological training and facilities and opportunities for teacher educators.