Lowder, L. (2013). Building technological pedagogical content knowledge (TPACK) among pre-service teachers in a science methods course using action research (Doctoral dissertation). Available from ProQuest Dissertations & Theses Global database. (UMI No. 3647924)

Abstract:

“In this study I investigated the problem of helping my pre-service elementary science teachers to develop the skills necessary to intentionally design effective lessons with technology integration within content areas. I needed to develop a strategic plan of action to facilitate the development of these skills among my students. I developed a teacher education course to support the growth of technological, pedagogical, content knowledge (TPACK) among pre-service teachers within a science methods course and, through carefully planned action research, evaluated the impact of the course and how it might be improved for future semesters. Using TPACK surveys, learning activities, and an assessment rubric, pre-service teachers were introduced to the TPACK framework in an effort to guide their lesson plan development. Researcher reflections and lessons learned provided direction for changes in future science methods courses and to improve the TPACK development of my students. This research aimed to answer two questions: In what ways will my pre-service teachers’ TPACK knowledge change during a carefully designed science methods course? and What teaching strategies and learning activities will support TPACK development among pre-service teachers in a science methods course? This research study is significant in the field of education as teachers are continually challenged to meet the needs of a diverse population of increasingly digital learners. In order to meet these teaching and learning needs, graduates of teacher education programs must become competent in lesson design that effectively integrates appropriate technology with content, in pedagogically sound ways that supports student learning. 

Data collection included a pre and post TPACK survey, pre and post lesson plans, exit interviews of pre-service teachers, and a researcher reflection journal. I utilized analysis of the TPACK survey to compare paired data from each survey category. The pre and post lesson plans were analyzed and evaluated using content analysis with pre-set coding and comparison of lesson plans using the TPACK-based coding criteria with percentage comparison. Researcher reflections and exit interviews of pre-service teachers were analyzed using content analysis with emergent coding. I found that pre-service teachers’ TPACK knowledge increased in key areas, students’ general understanding of technology integration practices increased, evidenced through pre and post lesson plan submissions, and students’ misconceptions about the way to go about using technology in lesson planning (TPACK) were clarified throughout the course. The teaching strategies and learning activities that supported TPACK development among the pre-service teachers in my science methods course included assigned readings, videos, specific content resources, scaffolding of class activities, and the introduction of the TPACK lesson plan format. These and other resources guided students to revise previous lesson plans and develop new lesson plans as they put the TPACK components together. Students interacted collaboratively through peer reviews and also recommended strategies for strengthening TPACK development in future courses. 

These results have implications that reach beyond my science methods classroom for pre-service teachers. Applicable in many education settings, the recommendations for TPACK development can benefit other courses within the school of education that this course was taught, as well as schools of education elsewhere who are working to prepare teachers for today’s classroom. 

Making research-informed decisions about changes in technology integration practices is an urgent issue in our education systems. With such an emphasis on the use of technology for instruction, it is vital that teachers be knowledgeable about ways to maintain research-based pedagogy amidst the infusion of technology in the classroom.”