Star Wars: The Role of Technology Infrastructure in Equalizing Prospective Educator Competence

Abstract

The education quality is reflected in the achievement of the distribution of the 21st-century educator competency trilogy. This paper is focused on the identification of the differentiation in the median of TPACK components, including technology (T), pedagogy (P), and content knowledge (CK) in economics education, both separated or integrated, based on gender and universities of the economics education department students. This research is essential to evaluate the development of students’ TPACK competency post-pandemics of COVID-19 as they are intensely engaged with technology. This research involved 1058 students in Indonesia using the two-way post hoc ANOVA to identify the differentiation between students’ TPACK components, both separated and integrated based on gender and universities. The research results discovered a collection of significant differentiations in TPACK components, both separated and integrated. The specific differentiation indicated that the TPACK components might be helpful for the universities to evaluate the learning process they have conducted. This research expected facilitators and constitutional bodies to take strategic steps in executing and developing the education-supporting infrastructure and to answer the fundamental questions about the technology integration quality and its utilization efficiency.