Tachau, E. M. (2017). Professional development for transformational technology integration: An experimental study of in-service teachers’ self-perceptions of technological pedagogical and content knowledge(Doctoral dissertation). Available from ProQuest Dissertations and Theses Global database. (UMI No. 10742883) 

Abstract:

“The rapid advancement of technology tasks K-12 schools with providing professional development for technology integration. This study sought to address the effectiveness of a TPACK-aligned professional development model in preparing in-service teachers to use technology in ways that transform teaching and learning. Through a single-subject, experimental mixed methods design, this study investigated the relationship between a TPACK-aligned professional development intervention and teacher self-assessment of the following TPACK framework constructs: technological knowledge (TK), technological content knowledge (TCK), technological pedagogical knowledge (TPK), and technological, pedagogical and content knowledge (TPACK) in a rural, K-12 public school district. The following question guided this research: How does a TPACK- aligned professional development model influence teacher self-assessment of TPACK? 

The findings of this study contribute to existing literature on the design of professional development for technology integration in technology-rich learning environments and address a gap in the literature on TPACK-aligned, in-service teacher professional development for transformational technology integration.”