Burke, E. A. (2021). Technological pedagogical content knowledge and classroom technology: A mixed methods study (Publication No. 28323593) [Doctoral dissertation, Concordia University]. ProQuest Dissertations & Theses Global.

Abstract:

“The purpose of this mixed methods study was to determine if there was a correlation between the Technological Pedagogical Content Knowledge (TPACK) rating of teachers and the frequency of technology use in the classroom. Furthermore, the study identified the types of Internet-based applications used in primary classrooms and teachers’ perception of the tools’ effectiveness. The research sample included 38 certified primary teachers in kindergarten through seventh grade. The years of teaching service ranged from six to 43 years with a median of 21 years. There was a significant strong positive relationship between teachers’ TPACK ratings and the time teachers spent on technology. Teachers with higher TPACK scores spent more time using technology and had students spend more time independently using technology during class time. Teachers identified 80 different technology applications used in classrooms. Teachers with higher TPACK ratings had a moderate likelihood of using more technology applications with more functional variety in the classroom. However, as grade level increased, the frequency of students’ independent use of technology decreased. There was also a significant strong positive relationship between teachers’ TPACK ratings and overall comfort levels with technology. The results from this study could be used to better allocate technology resources and to identify professional development opportunities to enhance technology integration, which could increase technology’s return on investment by minimizing the underutilization of technology resources.”