Cotton, W. K. (2021). Examining technology integration in K-12 schools through the TPACK framework during the COVID-19 pandemic (Publication No. 28652738) [Doctoral dissertation, Hampton University]. ProQuest Dissertations & Theses Global.

Abstract:

“This study examined technology integration in K–12 schools during a global pandemic from the perspective of classroom teachers. Three theoretical frameworks were used to support this study: Technological Pedagogical Content Knowledge (TPACK), Substitution Augmentation Modification Redefinition (SAMR) Model Theory, and Sensemaking Theory. TPACK is a conceptual framework that evolved from Shulman’s (1986) theory of Pedagogical Content Knowledge (PCK). According to TPACK, technology integration is achieved when instructors master content knowledge, as well as pedagogy, and integrate those skill sets with technology matched for the learning experience (Mishra & Koehler, 2006). The SAMR (Substitution, Augmentation, Modification, Redefinition) Model Theory provides a framework that describes four levels of technology integration: substitution, augmentation, modification, and redefinition (Puentedura, 2013). The Sensemaking Theory states that when people are faced with anomalies, they create their own structure to make sense of the unknown (Weick, 1995). The study was structured using a descriptive quantitative survey design. Teachers in grades K–12 from schools throughout the state of Georgia answered 46 Likert-scaled questions on the Survey of Preservice Teachers’ Knowledge of Teaching and Technology. It was guided by seven research questions that are congruent with the seven domains of TPACK. The researcher investigated how K–12 teachers perceive technical knowledge, content knowledge, pedagogical knowledge, pedagogical content knowledge, technological content knowledge, technological pedagogical knowledge, and technological pedagogical content knowledge.Findings from this study indicated that teachers assessed themselves consistently to be most competent teaching with technology in the content areas of literacy and social studies. On the contrary, scores on the instrument were lowest in the content areas of mathematics and science. Teachers also ranked consistently low on items that addressed their ability to provide leadership in helping others to coordinate the use of content, technologies, and teaching approaches. Study data can be used to inform district and school leaders on how teachers perceive their own strengths and weaknesses when integrating technology with content using sound pedagogy. Furthermore, school leaders can adjust models of support to help teachers improve in the TPACK domains that indicate emerging mastery and maximize skills in the TPACK domains where they are already proficient.”