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

Teaching and learning in virtual worlds: is it worth the effort?

Educators have been quick to spot the enormous potential afforded by virtual worlds for situated and authentic learning, practising tasks with potentially serious consequences in the real world and for bringing geographically dispersed faculty and students together in the same space (Gee, 2007; Johnson and Levine, 2008). Though this potential has largely been realised, it generally isn’t without cost in terms of lack of institutional buy-in, steep learning curves for all participants, and lack of a sound theoretical framework to support learning activities (Campbell, 2009; Cheal, 2007; Kluge & Riley, 2008). This symposium will explore the affordances and issues associated with teaching and learning in virtual worlds, all the time considering the question: is it worth the effort

A Literature Review-Digital Citizenship and Elementary Education

This literature review was conducted as part of a dissertation research study. The review examines what scholars have studied in relationship to educators’ implementation of technology and instructional practices relating to digital citizenship. Additionally, the review examines the knowledge and beliefs of educators to include pre-service and current service teachers and students in K-12 education. Often research, as well as educational institutes, have emphasized the negative aspects technology or the misuse of technology by users. Alternatively, this review highlighted the knowledge, beliefs, and professional practices of educators in order to ascertain what gaps exist to understand what needs to be addressed in promoting digital citizenship instruction in preparing students to use technology appropriately, responsibly, and ethically

Pedagogy and Information Technology Integration, As Strategies for Improving Academic Performance in Stem Subjects: A Critical Literature Review

Globally, the teaching of STEM subjects has been construed as a plausible solution to solving societal problems ranging from economic to social development issues. In order to realize these benefits, there is need to focus on the pedagogy in teaching of STEM subjects. Besides in 21st Century use of IT has become both enabler and a driver of every part of life including education. As such this study purposes to explore and synthesize major trends of research on stem subjects’ pedagogy and IT integration and academic performance. The systematic critical review methodology for this study included perusal of quality journal articles related to topic of study in the last three years. However, in cases of absence of more recent studies, collection of information from previous years was allowed. The main search key themes included: Pedagogical beliefs and attitudes, IT access and integration, Skills capacity interventions, Cloud digital content and academic and Performance in STEM Subjects The selected journals include but not limited to Emerald, Taylor and Francis, JSTOR, EBSCOhost and Wiley Online. Study findings show varying propositions regarding teacher pedagogy aspects and integration of IT in STEM subjects. Particularly teacher beliefs and attitudes seem to have implication on probability of IT integration in STEM teaching; while IT access, skills capacity interventions, access to cloud digital content pose a challenge in teachers’ pedagogical practices which in turn affect the learner performance. Despite the comprehensive literature search and review across geographical regions within limits of time and access, it is clear that the study findings prepare ground for further research and possibility of capacity building interventions. KEY WORDS: Pedagogical beliefs, IT access and integration, Skills capacity interventions, Cloud digital content and academic Performance in STEM Subjects DOI: 10.7176/JEP/11-21-21 Publication date:July 31st 202

Relationships Among Radiologic Science Educators\u27 Years of Teaching Experience, Technological Self-Efficacy, and Digital Technology Use in the Classroom

The purpose of this quantitative, correlational study was to examine the relationships among radiologic science educators’ years of teaching experience, technological self-efficacy, and digital technology use in the classroom. The underuse of technology in higher education is an issue. Students use technology every day and radiologic science students, in particular, are expected to use it proficiently in training and practice. It is important that these students are exposed in the classroom, as technologies beneficial to learning are available. It is also important to determine the role of years of teaching experience in educators’ beliefs about their abilities to use technology and their actual use of it in the classroom. To investigate this issue, a sample of 300 radiologic science educators was surveyed. Seventy-nine educators responded to a sociodemographic questionnaire, the General Self-Efficacy Scale, and questions from the Roney Technology Use Scale. Data were collected and analyzed for correlations. There was no significant relationship between years of teaching experience and technological self-efficacy (r(77) = .16, p = .15) or between years of teaching experience and digital technology use in the classroom (r(77) = .20, p = .08). The relationships were, however, slightly positive, suggesting that educators with teaching experience have moderate beliefs in their abilities to use technology and moderate levels of technology use in the classroom. Suggestions for future research include study of the role of age as it relates to teaching experience, didactic versus clinical instructors, and barriers that affect radiologic science educators’ technology use