Walker, R. X. (2017). Assessing teachers’ technological, pedagogical, and content knowledge in elementary schools (Doctoral dissertation). Available from ProQuest Dissertations and   Theses Global database. (UMI No. 10621442) 

Abstract:

“TPACK, originally conceived by Mishra and Koehler (2006), was developed as a framework to better understand the knowledge and competencies required for teachers to effectively integrate technology in the classroom (Koehler & Mishra, 2009; Koh, Chai, & Tay, 2014; Olofson, Swallow, & Neumann, 2016). Although the literature on pre-service teachers’ TPACK and teacher characteristics is prolific, research within the context of in-service K-5 learning workforce is limited (Howley, Wood, & Hough, 2011; Koh et al., 2014; Olofson et al., 2016; Rosenberg & Koehler, 2015). Additionally, TPACK instructional practices are highly contextualized, individualized, uniquely and experientially formed by teachers (Harris, 2016). Due to this phenomenon, more studies are needed to fill the gap in the literature on TPACK competences among the western elementary school teacher landscape. This quantitative descriptive study describes the Brandywine School District’s K-5 teachers’ competencies, in the areas of content knowledge, pedagogical knowledge, and technological knowledge. A total of 330 in-service K5 teachers were invited to participate in this study, by completing an online survey on a voluntary basis. Of the 330 invited, 120 teachers participated with a 37.52% completion rate. The study found that all teachers were more confident in their content and pedagogical knowledge than their technological knowledge, technology pedagogical knowledge, technological content knowledge, and their technological pedagogical content knowledge.”