Assessing the tpack implementation of selected private elementary schools in beijing, china towards a teaching enhancement program in arts education

Abstract

This study assessed TPACK (Technological Pedagogical Content Knowledge) implementation in visual arts education at five private elementary schools in Beijing, aiming to identify status, challenges, and develop a teaching enhancement program. It adopts a convergent parallel mixed-methods design, involving 30 art teachers and 90 Grade 6 students via surveys, and 15 teachers and 10 students via semi-structured interviews. Results show teachers’ self-assessed TPACK across six dimensions (TK, CK, PK, PCK, TCK, TPK) is moderate, with TK highest and PCK lowest. Students rate teachers’ PCK highest  but TCK and TPK lowest , indicating insufficient alignment of technology with teaching goals. Key challenges include outdated/insufficient equipment, software incompatibility, curriculum-tradition conflicts, student distraction, and over-reliance on digital effects. Influencing factors cover teachers’ tech proficiency, curriculum standards, and goal-oriented tech selection. A TPACK-based enhancement program is proposed, including hardware updates, digital resource development, teacher training, and optimized teaching strategies. It balances tech innovation with traditional art foundations, providing a practical path for sustainable TPACK integration in Beijing’s private elementary art education.