Gravel, R. J. (2014). The effects of pre-kindergarten through twelfth grade in-service teachers’ participation in a professional development course aligned with the TPACK framework (Publication No. 3624794) [Doctoral dissertation, Northern Illinois University].  ProQuest Dissertations & Theses Global.

Abstract:

“This mixed-methods data collection study explored the effects of a professional development course aligned with the TPACK framework on pre-kindergarten through twelfth grade in-service faculty members. In an effort to provide an authentic professional development learning experience, faculty members enrolled in a graduate-level technology integration course that was hosted within a school district facility and facilitated by the district’s instructional technology director.

This study utilized a pre/post survey administration to measure the growth of faculty members’ technology integration knowledge, supported by feedback from the faculty members collected in during a focus group reflection meeting. Units of study were defined within the course’s syllabus, and were supplemented as necessary to support the needs of the faculty members.

The findings indicated that there was a significant difference between the mean pretest and posttest scores for the TK, CK, TCK, TPK, and TPACK areas, identifying that the faculty member’s technology integration knowledge increased as a result of their participation in the course. The evidence also indicated that the structure of the course, development of a professional learning community, and development of a deep understanding of technology tools led to the growth of students.”