Abstract
The purpose of this study was to assess and compare the technological pedagogical content knowledge-practical (TPACKPractical) proficiency of novice and experienced South African life sciences teachers. A quantitative design was followed and 155 life sciences teachers participated. A 17-item questionnaire was administered to establish the TPACK-P proficiency levels of the life sciences teachers. Five TPACK-P proficiency levels were identified based on the questionnaire responses, namely: level 0 (lack of use of information communications technology [ICT]); level 1 (basic understanding of ICT use); level 2 (simple adoption of ICT use); level 3 (infusive application of ICT); and level 4 (reflective application of ICT use). The ANOVA test showed that there was no significant difference between the TPACK-P proficiency of novice and experienced teachers. Based on responses to the questionnaire, the majority of the teachers who participated in the study demonstrated level 3 proficiency. A small percentage of teachers displayed levels 1, 2, and 4 proficiencies across the groups. We conclude with a recommendation for professional development to support the teachers' TPACK-P better. The purpose of such a professional development programme should be to instil a deeper appreciation of ICT within life sciences teachers and to capacitate them to integrate ICT during their classroom practice, ultimately conducting lessons that are more meaningful to the learners.