Keane, K. J. (2015). Reflecting on technology integration in teacher education programs (Publication No. 3703550) [Doctoral dissertation, Northeastern University].  ProQuest Dissertations and Theses Global. 

Abstract: 

“This instrumental case study, using interviews and document analysis, examined the perceptions and reflections of newly hired teachers about the instruction they received regarding technology integration in their teacher education program and how it applied to their instruction in the classroom once hired. The Technological Pedagogical Content Knowledge (TPACK) framework was used as an analytic lens for this examination. The main research questions guiding this study were: What technology-related components of their teacher education program did newly hired teachers find to be most useful for classroom technology integration? and How does teachers’ knowledge of content and pedagogy facilitate their inclusion of technology? and What technology-related components or instruction do newly hired teachers identify as lacking in their teacher education programs? Findings indicated that the teacher education program was able to help teachers learn how to integrate technology into their classrooms. Content knowledge was found to be the central consideration among participants when creating lesson plans, supported by pedagogy and technology. Technology integration was limited by several obstacles, yet the benefits of technology integration were widely documented and identified specifically as an increase in student motivation and engagement, Overall, the key implication that has emerged from this study is that we need to strengthen the use of TPACK as being a foundational framework introduced in the teacher education program and extend its application through the professional development offered to current teachers so that it becomes a widely used model of technology integration.”