  Based on the Technological Pedagogical and Content Knowledge (TPACK)
framework (Mishra & Koehler, 2006) and the Schmidt et al. (2009) instrument
which explore TPACK, this study examines a national sample of 1032 secondary
teachers of computer science and measures their knowledge with respect to
technology, pedagogy, content knowledge and the combination of each of these
areas. Findings indicate that content knowledge and technology knowledge rating
are high (average 4.38 and 4.16 respectively) and it seems that secondary
teachers are less confident with their pedagogical content knowledge and their
technological content knowledge (average 3.51 and 3.68 respectively).
