Hervey, L. G. (2011). Between the notion and the act: Veteran teachers’ TPACK  and practice in 1:1 settings (Publication No. 3463705) [Doctoral dissertation, North Carolina State University]. ProQuest Dissertations & ThesesGlobal.

Abstract:

“The technological pedagogical content knowledge (TPACK) framework is a nuanced lens to study teachers’ 21st century professional knowledge and practice (Mishra & Koehler, 2006). Veteran teachers in 1:1 settings have not been the focus in TPACK research. In this mixed-methods study, veteran teachers were surveyed to determine their self-reported technological pedagogical content knowledge (TPACK). Qualitative data included teachers’ videotaped lessons, interview transcripts and field notes. Discussion highlights the need for a valid and reliable instrument to measure secondary teachers’ TPACK, the value of a priori coding to illuminate TPACK, and generational challenges veteran teachers face while practicing in 1:1 settings.”