Rexford, J. M. (2022). TPACK: Pre-service teacher and university faculty understanding and teaching of technology pedagogy at the university level (Publication No. 29395124) [Doctoral dissertation, Southeastern Louisiana University]. ProQuest Dissertations & Theses Global.

Abstract:

“With the rapidly changing landscape of technology in our society today, the question of how to use such technology within the educational profession needs to be continually examined. Education Professionals use technology in a variety of ways, such as for communication and data analysis. What is not known is whether or not university faculty and pre-teachers know enough about technological pedagogical content knowledge as a part of integrating technology into the curriculum in a meaningful and appropriate manner. The concept of technological pedagogical content knowledge (TPCK) is found in the relationship between content knowledge, pedagogical knowledge and technological knowledge (Mishra & Koehler, 2006). It is the concept of knowing what type of technology best fits with the pedagogical strategies being used to teach a specific content. This study examines the depth of knowledge that both university faculty and pre-teachers have of this concept in relation to curriculum and instruction.”