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Dissertation
Tpack: technology integration and teacher perceptions
Doctor of Education (Ed.D.), Drexel University
Mar 2018
DOI:
https://doi.org/10.17918/D8S36V
Abstract
As one considers the impact that technology has had on society as a whole, one might also question these changes as they pertain to the teaching and learning environment. The transformative nature of educational technologies has profoundly changed pedagogical thinking and looks to revolutionize our educational system, but are teachers really utilizing these technologies to their full potential? The TPACK framework considers three distinct areas in a teacher's ability to integrate technology and improve the effectiveness of their instruction: content, the information that is to be taught; pedagogy, the way in which the content is to be taught; and the technological, the digital tool or vehicle with which the pedagogical methodology will be delivered. This study examined the ways ten teachers utilize technology in their lesson planning and classroom activities for variety and frequency. Additionally, comparisons were made between years of experience, with consideration of the amount of formal and informal technology training received. The purpose of this embedded mixed methods study is to inform and improve technology professional development for teachers. This study found that veteran participants displayed a reluctance to change, providing statements concerning investing time into new pedagogical practices when they consider their current practices to be sound. Novice participants, who as a group were more open to incorporating technology into pedagogical practices, needed to be afforded an opportunity to explore other emerging methods for technology implementation. The perceptions derived from this study concerning frequency of use, and the need for more available resources, only serve to underscore the importance of improving aspects of professional development design.
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Details
- Title
- Tpack
- Creators
- Michael Paul Hardisky - DU
- Contributors
- Valerie Klein (Advisor) - Drexel University (1970-)
- Awarding Institution
- Drexel University
- Degree Awarded
- Doctor of Education (Ed.D.)
- Publisher
- Drexel University; Philadelphia, Pennsylvania
- Number of pages
- 135 pages
- Resource Type
- Dissertation
- Language
- English
- Academic Unit
- School of Education (1997-2026); Drexel University
- Other Identifier
- 7860; 991014632205004721