Walker, R. (2020). Supporting teacher cognition toward technology-enhanced learning (Publication No. 28068819) [Doctoral dissertation, The Johns Hopkins University]. ProQuest Dissertations and Theses Global.

Abstract:

“Despite near universal access to computers and the internet in schools, teachers often continue to use such technology as a substitute for traditional practices (i.e., using a computer rather than paper and pencil to write an essay or conduct research online instead of in the library) rather than to drive student-centered practices that support deeper learning. Such technology-enhanced instruction not only supports a richer understanding of curriculum but is seen as central to promoting the skills that students need to be successful in college and in their future careers. This mixed-methods study examined the impact that a multimedia-based teacher professional development program had on teachers’ knowledge and beliefs about technology-enhanced learning as well as their ability to integrate such practices into their instructional environment. Ten teachers from an alternative high school participated in five face-to-face multimedia-driven lessons and three project development sessions in which they developed their own multimedia presentation. Quantitative data were collected through the Teaching Teachers for the Future-Technological Pedagogical and Content Knowledge (TPACK) survey and a TPACK survey constructed for this study. Qualitative data were drawn from the TPACK survey as well as focus-group interviews and classroom observations conducted in four cases study participants classes. Findings from both quantitative and qualitative data suggest that most participants developed new knowledge and beliefs about technology-enhanced practices but did not implement such practices within their classes.”