Irwin, M. B. (2022). Texas urban secondary teachers’ skills, strategies, and methodologies for digital technology use in a digital learning classroom regarding the TPACK framework: A case study (Publication No. 29212989) [Doctoral dissertation, Northcentral University]. ProQuest Dissertations & Theses Global.

Abstract:

“The problem addressed in this study was the limited understanding of urban secondary teachers’ specific skills, strategies, and methodologies for digital technology used in a digital learning environment surrounding technological knowledge, pedagogical knowledge, and content knowledge (TPACK). The purpose of this qualitative case study was to explore urban secondary teachers’ specific skills, strategies, and methodologies for digital technology used in a digital learning classroom surrounding TPACK. The study was grounded in the TPACK framework to explore urban secondary teachers’ specific skills, strategies, and methodologies for developing the interrelation with content, pedagogy, and digital technology use in a digital learning environment. The qualitative case study used purposeful sampling to select 12 participants familiar with the phenomenon and the study’s purpose. Purposeful sampling supplied a homogeneous sample of participants with shared characteristics of urban secondary teachers working in one secondary school in Texas. Three research questions guided the study. Data collection due to COVID-19 regulations was through one-on-one interviews with participants, documents, and fieldnotes. The participants’ responses were analyzed in detail by applying codes and categorizing the data according to standard terms with the help of NVivo software. Thematic saturation was obtained from the participants’ responses to justify the study implications, practice recommendations, and future research recommendations. The implementation of this research study pursued exploring digital technology used in a digital learning classroom surrounding technological, pedagogical, and content knowledge. The study produced eight recommendations for teachers to develop their TPACK and two recommendations for future research.”