The Relationship Between Secondary Teachers’ Technological Pedagogical Content Knowledge and Technology Integration Factors

Research in educational technology has led to the discovery of factors for successful technology integration into the classroom—technology access and support, professional development, attitudes toward technology, technology use by students, and technology use by teachers. Additionally, using the Technological Pedagogical Content Knowledge (TPACK) theoretical framework, a teacher’s understanding of the knowledge required to effectively implement technology can be measured. This study attempted to examine the relationship between teachers’ TPACK score and the key indicators of technology integration using the TPACK survey and the Survey of Technology Integration and Related Factors (STIR). Using a nonexperimental, correlational design, participants were selected from a population of secondary teachers at two school systems in East Tennessee who use the learning management system (LMS) Blackboard. The total sample size was 129 participants. Data were analyzed using a canonical correlation to examine relationships. Results of the survey indicated that a statistically significant relationship exists between a teacher’s TPACK score and the five factors of technology integration, with general technology usage by the teacher, teacher attitudes toward technology, and professional development having the largest effects. Further research should be conducted on differing populations, populations that do not use Blackboard LMS, and other integration variables. Furthermore, studies that include teaching experience as a covariate or longitudinal studies regarding TPACK and technology integration factors should be researched

Measuring the effectiveness of computer-based scientific visualisations for conceptual development in Australian chemistry classrooms

Visual modes of representation have always been very important in science and science education. Interactive computer-based animations and simulations offer new visual resources for chemistry education. Many studies have shown that students enjoy learning with visualisations but few have explored how learning outcomes compare when teaching with or without visualisations. This study employs a quasi-experimental crossover research design and quantitative methods to measure the educational effectiveness - defined as level of conceptual development on the part of students - of using computer-based scientific visualisations versus teaching without visualisations in teaching chemistry. In addition to finding that teaching with visualisations offered outcomes that were not significantly different from teaching without visualisations, the study also explored differences in outcomes for male and female students, students with different learning styles (visual, aural, kinesthetic) and students of differing levels of academic ability

Development and Transfer of Technological Pedagogical Content Knowledge (TPACK) of Special Education Teachers

This dissertation presents findings of three studies investigating the development and transfer of TPACK of pre-service and in-service elementary school special education teachers. The dissertation is presented in a non-traditional format including an introduction, three manuscripts submitted for journal publication, and a summary chapter. The purpose of the first study was to analyze development of TPACK of pre-service elementary special education teachers enrolled in a graduate level pedagogy course Integrating Technology in Mathematics and Science Instruction in Special Education and Inclusive Classrooms in a New York City public college. The study’s research question was to find out whether the TPACK- based course affects TPACK and basic TPACK domains of pre-service special education teachers’ knowledge: TK – technological knowledge, PK – pedagogical knowledge, and CK – content knowledge. The paired sample t-test indicated significant gains in teachers’ TPACK, however there were no significant changes in PK, TK and CK. The first study raised questions of whether the TPACK basic domains are independent of the TPACK domain. The purpose of the second study was to investigate the question raised in the first study i.e., whether TK, PK, and CK are independent constructs in the TPACK framework and to develop instruments for assessing the basic domains of the TPACK. Exploratory and confirmatory factor analyses suggested that the TPACK construct is independent from TK, PK, and CK. Multiple linear regression showed that TK, PK and CK are not predictors of the TPACK for this population. The purpose of the third study was to analyze TPACK development and a learning trajectory of a single pre-service elementary special education teacher and TPACK transfer from this course to the teaching during the induction to teaching year. It was noted that the graduate pedagogy course played a critical role in developing pre-service teacher’s TPACK. The study suggested several internal (teacher’s attitude towards using technology and preparedness – teacher’s comfort with using technology) and external (access to technology and school support) factors affecting transfer of teacher’s TPACK from her pre-service to in-service teaching experience

Game-Based Learning: Examining Factors That Influence K-12 Classroom Usage

Video games have become a popular and accepted part of digital culture and are becoming more accepted as an engaging instructional tool in schools. Integration of games can help develop students’ intrinsic motivation for learning and are a great way for teachers to incorporate student interests and make connections to the curriculum. Classroom usage of digital games is becoming more widespread, but prior research suggests that game-based learning is underutilized as a tool in the teacher toolbox. This study seeks to understand the factors that influence teachers’ decisions to use or not use digital games in their classroom and make suggestions for convincing reluctant teachers to increase usage of game-based learning in the future. This study uses a survey-based concurrent embedded research design. Participants in the study were 133 current K-12 educators in the United States. Quantitative data was analyzed using SPSS software and path analysis was used to determine the factors that influence a teacher’s intention to use digital games and actual reported usage of digital games in the classroom. Open-ended responses were analyzed using a word frequency and theme-based approach. Overall, the data shows that teachers are integrating digital games into their instruction, with 86% of teachers reporting usage of digital games at least once per week. Teacher perceptions, knowledge of games and teaching with games, and experiences with games were identified as factors influencing digital game usage in the classroom. Findings suggest that ongoing professional development opportunities for teachers can positively affect teacher perceptions and help resistant teachers overcome perceived barriers and increase classroom usage of GBL

Enhancing Literacy Instruction through Technology

Technology has altered how children experience language. As technology has taken root in society, literacy skills have expanded beyond simply reading and writing print texts to include interacting with digital texts and media. To prepare students to operate in this digital environment, teachers should integrate technology into language arts instruction; however, many teachers feel unprepared to do so effectively. Additionally, some teachers hesitate to implement technology into language arts instruction as a tool because of its supposed negative effects on literacy. Despite beliefs about technology inhibiting reading and writing, teachers can utilize technology to enhance literacy instruction. The digital age has laid the foundation for new literacies, and teachers must build upon it

Teachers enacting a technology-rich curriculum for emergent literacy

PictoPal is the name of a technology-rich curriculum with a focus on emergent literacy of Dutch kindergarteners. A case study design was used to examine teacher technology integration within PictoPal along with their perceptions about teaching/learning, technology and technology-based innovations. Observations were undertaken on pupils’ engagement and teachers’ technology integration within PictoPal. Interviews were used to examine teachers’ perceptions. Pupils’ emergent literacy learning was examined in a nonequivalent control quasi experimental design. Four kindergarten teachers and four classes (N = 95 pupils) participated in the use of PictoPal. The findings suggest that a high extent of technology integration is related to: a developmental approach to teaching/learning; positive attitudes and expectations towards technology-based innovations; and positive perceptions of support in stressful work conditions. Significant learning gains were found for the experimental group using PictoPal. High pupil learning gains were not related to a high extent of technology integration. Senior kindergarteners engaged to a higher extent with PictoPal than junior kindergartener

Preservice Teachers’ Perceived Preparedness to Integrate Technology Into Teaching of Mathematics: A Mixed Method Study

This study explored preservice teachers’ (PTs’) perceptions of their preparedness to effectively integrate technology into mathematics teaching and the pedagogical strategies that contributed to developing their competencies in this regard. Their perceived preparedness was examined in terms of their knowledge within the TPACK domains and self-efficacy beliefs. Using a concurrent mixed method design, data were collected from 59 PTs in their last semester of study at a Canadian university. Quantitative data were collected through an online survey via three widely used instruments, namely: the TPACK survey, the Computer Technology Integration Survey (CTIS), and the Synthesis of Qualitative Evidence (SQD) Scale. Qualitative data obtained from three open-ended survey questions and follow-up interviews with six participants provided broader insights about PTs’ experiences and activities regarding technology integration into mathematics teaching. The results of descriptive statistics and thematic analysis indicated that PTs perceived their knowledge and self-efficacy beliefs related to integrating technology into mathematics teaching at a moderate to a high level. Correlation analysis also indicated positive relationships between the seven subscales of the TPACK domains and the confidence scale. Participants shared that while their respective programs’ ICT for Teaching and Learning course played an important role in developing their knowledge in the TK and TPK domains, activities such as coding processes, math games, dynamic mathematics software, and graphic calculators were effective tools that encouraged them to use technology in their teaching of mathematics (TPCK). Experiential learning, including practicum experiences, role modeling strategy, and collaboration with peers were identified by participants as effective pedagogical strategies that developed their preparedness to integrate technology into their teaching of mathematics. Some recommendations of this study for teacher education programs include providing math-specific technology courses; incorporating appropriate instructional design that connects the content course to curriculum to promote PTs’ active engagement in meaningful technology-rich learning activities; and using all six pedagogical strategies presented in the SQD model to prepare future teachers to effectively use technology in mathematics teaching

Examining Preservice Mathematics Teachers’ Technological Pedagogical Content Knowledge Development in The Natural Setting of A Teacher Preparation Program

This study examined preservice elementary mathematics teachers’ technological pedagogical content knowledge (TPACK) development throughout their final year in the natural setting of a teacher preparation program. Data were collected from thirty-eight preservice teachers via a TPACK self-assessment scale with seven subdomains at the beginning and end of the final year. Descriptive statistics, correlation and regression analysis were used. Results showed that participants had significantly positive gains in their PK, TK, TPK, PCK, and TPACK with medium to large effect sizes. Correlation analysis indicated that participants developed a more integrative understanding of TPACK. Participants’ TCK, TPK, and PCK were significant predictors of their TPACK at the end of the program. The teacher preparation program seems to support preservice teachers’ pedagogical thinking primarily. Therefore, it is suggested to enhance the technological aspects of the program

Predicting Teacher Usage of Learning Games in Classrooms

This study addresses a problem of ambiguity in academic writing regarding whether learning games are underutilized in educational settings, what type of educators use learning games, and what factors are the most important in predicting educator usage. The purpose of the study is to clarify and explain the current state of educator usage of learning games in these areas in order to inform designers of educator professional development. There are two well-known frameworks that can be used to understand learning game integration by educators: the Technology Acceptance Model (TAM) and the Technological Pedagogical Content Knowledge (TPACK) framework. This study uses a modified version of each framework designed specifically for learning games. There are also additional factors that may have a significant impact on the decision to use learning games, including (a) experience with digital games, and (b) external barriers to usage. This research has three goals: (a) investigate learning game usage, (b) evaluate which framework better predicts educator usage of learning games, and (c) examine additional factors outside of these frameworks that may influence integration. Data was gathered from currently-practicing educators using an online survey and the results were analyzed using SPSS and several statistical methods, including multiple linear regression. The results show that the TPACK framework is slightly better than TAM at predicting teacher usage, experience with games is not a statistically significant factor, and perceived barriers are significant, but their effect can be mediated by game pedagogical knowledge

The Correlation Between Social Media Usage in Academic Context and Self-Efficacy Towards TPACK of Prospective Science Teachers in Indonesia

The purpose of this study is to investigate the relationship between the frequency of Social Media Usage (SMU) in an academic setting and Self-efficacy beliefs towards TK, TCK, TPK, and TPACK of Indonesian prospective science teachers. This research is quantitative based-research design using a self-administered survey. The research was conducted during the second semester of the academic year 2018/2019 from October to November 2018 in the Faculty of Mathematics and Natural Science of a State University located in Semarang City, Indonesia. The sample consists of 217 Indonesian prospective science teachers from the science and Biology Education Department. The result shows that the average Social Media Usage frequency has a statistically high correlation with TK Self-efficacy, TPK, and TPACK. However, in general, it does not correlate with TCK. Second, Social Media Usage for Download Media (DM), Searching Information (SI), and Entertainment and Motivation (EM) generally have a statistically medium correlation with TK, TPK, and TPACK for both male and female participants. Third, Social Media Usage for professional development (PD) has a medium correlation with TK and high correlation with TPK and TPACK. This study implies that training focuses on the application of social media in teaching, and learning should be integrated to improve Indonesian Prospective Science Teachers' TPACK