Paquette, J. (2021). TPACK factors: A mixed method research study comparing generational use of technology in the classroom (Publication No. 28412744) [Doctoral dissertation, Northcentral University]. ProQuest Dissertations & Theses Global.

Abstract:

“The purpose of this mixed method research study was to identify correlations between Technological Pedagogical Content Knowledge theory factors and barriers preventing Generation X and Generation Y school teachers from integrating technology consistently in the classroom. In addition, correlations between Technological Pedagogical Content Knowledge theory attributes and factors that contributed to the successful integration of technology in the classroom were also explored. To collect integral data, a LoTi Digital Age survey was proctored to a sample of K-12 public school educators and administrators from a Midwest school district. Interviews of specific public school teachers from this Midwest school district then ensued to gather specific data that evolved from the survey and an additional Technological Pedagogical Content Knowledge questionnaire. Generation X and Generation Y both identified the same top two barriers to technology integration. The main barriers hindering teachers from integrating technology in the classroom are a lack of access to technology and a lack of time to learn, practice and plan using technology. Educators identified collegial support as the main reason they implemented technology in their classrooms. Educators indicated that learning from their peers allows them to see firsthand how it can be integrated into their lessons and pedagogy. Consistent emphasis on providing teachers with time to learn, implement and practice with technology will benefit teachers, students and school districts in the long run. Another suggestion based on teacher input would be to provide arenas in which teachers could teach other teachers how to integrate technology in the classroom. Professional development or peer collaboration time should be structured to have opportunities for coworkers to demonstrate what they know and what they want to learn. Recent pandemic developments across the United States have eliminated the lack of access to technology in many districts. Therefore, future research could focus on peer to peer professional development.”