Huang, L. (2021). Developing technological pedagogical content knowledge in technology-rich learning environments: The affordances of self-regulated learning theory (Publication No. 29043235) [Doctoral dissertation, McGill University]. ProQuest Dissertations & Theses Global.

Abstract:

“Teachers need to acquire technological pedagogical content knowledge (TPACK), professional knowledge that is needed for the effective use of technology in teaching. TPACK requires understanding the affordances of technologies and aligning the affordances with the features of subject matter, pedagogical strategies, students, and learning contexts. However, teachers often report difficulty developing TPACK since they fail to monitor and control certain aspects of their learning to accomplish a technology-infused instructional task. Literature reveals that fostering self-regulated learning (SRL) abilities can help individuals acquire complex knowledge and address difficult problems. Accordingly, this research project aims to promote teachers’ TPACK development by enhancing their SRL abilities in designing a technology-infused lesson. A technology-rich learning environment (TRE) – nBrowser is adopted to facilitate lesson design activities and foster teachers’ SRL engagement. This dissertation presents a conceptual model that justifies the role of teachers’ SRL in the domain of TPACK. It also provides empirical foundations exhibiting how teachers’ SRL affects learning about TPACK. The findings have implications for how teacher educators use SRL models to foster TPACK acquisitions as well as the broader impacts for future research that can design TREs to scaffold SRL skills in TPACK contexts.”