Kaschuluk, E. (2019). The impact of learning organization on teacher TPACK (Doctoral dissertation). Available from ProQuest Dissertations and Theses Global database. (UMI No. 13811940)

Abstract:

“Technology, even at its most primitive, has been influential in education. Especially over the past decade, the evolution of technology in the classroom has forced educators to rethink the way they approach teaching and learning. With that change has come resistance and often a reliance on traditional teaching approaches. Even with increased access, infrastructure, supportive leadership, and professional development, research finds that teachers continue to struggle integrating technological tools into content and pedagogy. This research utilizes the technological pedagogical content knowledge (TPACK) framework put forth by Mishra and Koehler (2006) as the measurable specialized knowledge necessary to effectively teach with technology. Learning organization culture factors, as measured by the Dimensions of Learning Organization Questionnaire (DLOQ) developed by Watkins and Marsick (2006), have been shown to influence financial performance, knowledge performance, and innovation. Utilizing multiple linear regression analysis, this research explored relationships between LOC factors, generated by exploratory factor analysis, and TPACK. While no relationships were established between LOC factors and TPACK, results identified a statistically significant negative relationship between “team communication and support for learning” and technology knowledge (TK). The paper concludes with an explanation of findings, emphasizing communication and dialogue during professional development, and then offers suggestions for further research.”