The master's thesis in the Department of Educational and Psychological Sciences / College of Education for Humanities, University of Basra - Evaluated the level of knowledge using technology in education in light of the TPACK model among teachers in gifted schools. The thesis submitted by the student (Mohsen Rasan Matar Al-Maliki) aimed to identify the extent to which gifted schools teachers possess the level of knowledge using technology in education in light of the TPACK model and to identify the differences in the level of this knowledge according to the variables (gender, specialization, certificate). According to the fields of the TPACK model, which are:
First field: Content-related knowledge (CK): Content Knowledge
Second field: Knowledge related to teaching methods (PK): Pedagogical Knowledge
Third field: Knowledge related to teaching methods of content (PCK): Pedagogical Content Knowledge
Fourth field: Technology-related knowledge (TK): Technological Knowledge
Fifth field: Technological Content Knowledge (TCK): Technological Content Knowledge
Sixth field: Technical knowledge related to teaching methods (TPK): Pedagogical Knowledge Technological
Seventh field: Technical knowledge related to teaching methods of content (TPACK): Technological Pedagogical Content Knowledge (TPACK)
The research boundaries consisted of schools for gifted students in three governorates, namely Basra Governorate, Dhi Qar Governorate, and Maysan Governorate. The research community consisted of (613) male and female teachers, (369) males and (244) females, while the research sample consisted of (123 ) A male and female teacher from the schools for the gifted, with (74) male teachers and (49) female teachers holding bachelor's, higher diploma, master's and doctorate degrees. The results of the current study showed high levels of content-related knowledge (CK) and knowledge related to teaching methods (PK) and medium levels of knowledge related to content teaching methods (PCK) and technology-related knowledge (TK), while the levels were weak in technical knowledge related to content (TCK), technical knowledge related to teaching methods (TPK) and technical knowledge related to content teaching methods (TPACK). The results of the study showed that there were no statistically significant differences in the gender variable, while there were differences in the specialization variable in favor of scientific specializations, and there were differences in the certificate variable in favor of holders of a doctorate degree
