Larsen, N. A. (2015). Examining the differences in technological pedagogical content knowledge (TPACK) self-assessment scores of foreign language instructors and first-line supervisors in six institutes of higher education (IHE) in California (Publication No. 3700296) [Doctoral dissertation, Chapman University].  ProQuest Dissertations & Theses Global.

Abstract: 

“The purpose of this two-group, quasi-experimental quantitative study was to examine whether differences exist in Technological Pedagogical Content Knowledge (TPACK) self-assessment scores between foreign language (L2) instructors and first-line supervisors (FLSs) in higher education. The key objective of the study was to shift the focus from the importance of intensive educational technology (ET) implementation to the need for TPACK assessment of foreign language (L2) instructors and first-line supervisors (FLSs), and to raise awareness about TPACK in foreign language education (FLED). The research design involved testing Technology Knowledge (TK), Pedagogical Knowledge (PK), Content Knowledge (CK), Technological and Content Knowledge (TCK), Pedagogical and Content Knowledge (PCK), Pedagogical and Technological Knowledge (PTK) and Technological Pedagogical Content Knowledge (TPACK) of these two groups of foreign language educators. The study population is faculty at two different levels within foreign language institutes of higher education. The population sample was obtained from six institutes of higher education (IHE) in California: three community colleges and three state universities with one or more departments of foreign language teaching/world languages and/or English as a Second Language (ESL). These IHEs are: Monterey Peninsula College (MPC), San Jose State University (SJSU), California State University, Sacramento (CSUS), Cal State University, East Bay (CSU East Bay), Allan Hancock Community College (Santa Maria, CA), and Glendale Community College (Glendale, CA). This study sample included 57 L2 instructors and 9 FLSs. The data was analyzed quantitatively using the two-sample t test and corresponding Mann-Whitney U test. This study used a Likert-scale 2012 TPACK survey (Da Silva, 2012) modified and validated from a 2009 TPACK survey (Schmidt et al., 2009-10) to address FLED. The data revealed that FLS evaluated themselves significantly higher in TPACK domains related to technology: TCK, TPK and TPACK. L2 instructors evaluated themselves significantly higher in PCK. The study provides recommendations for IHE with L2 departments about utilizing the results of this study in their institutions to raise TPACK awareness in FLED through TPACK faculty assessment and design of TPACK-enhanced professional development trainings, improving the effectiveness of technology integration into the content areas, and thus, advancing students’ second language competence (Van Olphen, 2008a).”