Achieving a harmonious alignment between pedagogy and content is imperative for the meaningful integration of technology within an educational context. The present study, conducted at Quezon City University during the Academic Year 2020–2021, aims to assess the level and effectiveness of technological content knowledge among faculty members and its impact on various learning methods in the new normal. It employs the descriptive research design. A total of one hundred twelve (112) teachers, two hundred fifty-four (254) students, and nine (9) academic heads participated in this study. Data shows that the overall perceived level of teachers’ technological content knowledge is “somewhat confident,” with a mean value of 3.32. Friedman test results indicate that there is no significant difference in the perceived levels of teachers’ technological content knowledge among academic heads, teachers, and students. When it comes to the effectiveness of teachers’ technological content knowledge, the overall perception is that it is effective (mean value of 3.29). Similar to the perceived levels, the Friedman test results indicate that there is no significant difference in the assessment of the effectiveness of teachers’ technological content knowledge among academic heads, teachers, and students. The study shows that teachers’ technological content knowledge positively influences both modular distance learning and online distance learning modalities. The study proposes collaboration tools to enhance teaching with technology integration. The study suggests that there is room for improvement in teachers’ technological content knowledge, particularly in areas like technology integration, strategies and techniques, classroom management, and assessment skills.
Araceli C. Suyat (Wed,) studied this question.