McKee, M. (2019). Integrating technology resources in secondary mathematics learning (Doctoral dissertation). Available from ProQuest Dissertations and Theses Global database. (UMI No. 13903641)

Abstract:

“As technology becomes more prevalent and accessible, TPACK has become a valuable construct for researchers, administrators, and educators attempting to better understand how technology strategically integrated into the classroom can enhance teaching and learning. The purpose of this study was to measure the readiness of secondary mathematics teachers in the three areas of knowledge and subsequent subscales considered in the “Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge” by Punya Mishra and Matthew J. Koehler (2006). The goal behind this research was to gain insight into the variety of ways technology is being integrated into secondary mathematics learning, determine if the level of professional development provided to teachers is adequate, and establish which areas teachers feel support through increased professional development could be improved. A survey was created with quantitative Likert-scale items to assess participants’ TPACK levels and qualitative questions to gauge teachers’ perceptions towards professional development. The survey was distributed via email and Google Forms to secondary mathematics teachers in South Carolina. Analysis of the data was used to determine if respondents felt the professional development provided at their respective districts adequately prepares them to use emerging technologies in the classroom. Grandegenett (2008) calls for additional assistance to encourage teachers to visualize a variety of innovative strategies for integrating technology into mathematics curriculum and instruction. This study presents significant findings which advocate the necessity to revitalize professional development for secondary mathematics teachers in the interest of reinventing the position of technology in secondary mathematics learning.”