Hardisky, M. (2018). TPACK: Technology integration and teacher perceptions (Doctoral dissertation). Available from ProQuest Dissertations and Theses Global database. (UMI No. 10787472) 

Abstract:

“As one considers the impact that technology has had on society as a whole, one might also question these changes as they pertain to the teaching and learning environment. The transformative nature of educational technologies has profoundly changed pedagogical thinking and looks to revolutionize our educational system, but are teachers really utilizing these technologies to their full potential? The TPACK framework considers three distinct areas in a teacher’s ability to integrate technology and improve the effectiveness of their instruction: content, the information that is to be taught; pedagogy, the way in which the content is to be taught; and the technological, the digital tool or vehicle with which the pedagogical methodology will be delivered. 

This study examined the ways ten teachers utilize technology in their lesson planning and classroom activities for variety and frequency. Additionally, comparisons were made between years of experience, with consideration of the amount of formal and informal technology training received. The purpose of this embedded mixed methods study is to inform and improve technology professional development for teachers. This study found that veteran participants displayed a reluctance to change, providing statements concerning investing time into new pedagogical practices when they consider their current practices to be sound. Novice participants, who as a group were more open to incorporating technology into pedagogical practices, needed to be afforded an opportunity to explore other emerging methods for technology implementation. The perceptions derived from this study concerning frequency of use, and the need for more available resources, only serve to underscore the importance of improving aspects of professional development design.”