Raper, R. C. (2018). The relationship between secondary teachers’ technological pedagogical content knowledge and technology integration factors (Doctoral dissertation). Available from ProQuest Dissertations and Theses Global database. (UMI No. 13422418)

Abstract:

“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 TPACKsurvey 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 TPACKand technology integration factors should be researched.”