McGlothlin, C. D. (2014). Evaluation of HQT online courses: Growth of participants’ technology, pedagogy and content knowledge (TPACK) (Publication No. 3685548) [Doctoral dissertation, Ohio University].  Proquest Dissertations & Theses Global.  

“This research project examined the pre and post survey scores of the seven constructs of TPACK to determine the impact of participation in an online course in regards to the constructs outlined with the TPACK instrument. Three online courses were used in the study with a total of 36 participants (math 6, science 17, and social studies 13). The intent of this concurrent mixed methods study was to determine whether online courses taken by teachers can help address the lack of technological integration in the classroom through a learn by doing model. The first phase, quantitative research addressed the relationship of the constructs of TPACK with teachers who participated in an online course not specifically aligned to the TPACK model by using t-test, ANOVA, and multiple regression analysis. In the second phase, the comment area of the pre and post survey and discussion forums within the online course were examined, to give voice to the participants. The responses within the comments sections of the pre and post survey and the discussion forums were analyzed inductively using thematic content analysis, a common approach of grounded theory (Burnard et al., 2008). And finally as part of the course requirement, participants created a lesson plan using a template. The Technology Integration Assessment Rubric (TIAR) was used to score the lesson plans. The four overarching themes used in the TIAR instrument are 1) ways in which technology was used with specific curriculum, 2) was the technology used by the teacher and/or by the student, 3) was technology used in a way that support the teaching strategies outline, 4) does the technology use alignment to curriculum goals and strategies, and content, pedagogy and technology fit.”