Alenazi, F. (2019). The influence of TPACK on the perceptions of al-jouf University’s pre-service mathematics teachers’ future use of technology in the classroom (Publication No. 27543168) [Doctoral dissertation, Southern Illinois University at Carbondale]. ProQuest Dissertations & Theses Global.

Abstract:

“This study investigated the effect of pre-service teachers’ perceptions of TPACK on their use of technology in their future classrooms. The participants of the study were 200 pre-service teachers enrolled in mathematics preparation programs at Al-Jouf University. Instruments used to collect the data were: a TPACK questionnaire-based survey and a semi structured interview. The results of this study indicated that preservice math teachers’ perceptions are high in three domains which are TK, PK and TPK respectively and moderate in CK, PCK, TCK. The study also revealed that demographic factors were in general significant predictors of pre-service teachers’ perceptions of TPACK. However, the study also revealed that preservice math teachers feel a sense of pressure to be able to teach with technology. Several recommendations were put forth for the Ministry of Education.”