A Mixed-Methods Study of Novice Teachers' Technology Integration: Do They Leverage Their TPACK Knowledge Once Entering the Profession?

Autor/inn/en	Karchmer-Klein, Rachel; Konishi, Haruka
Titel	A Mixed-Methods Study of Novice Teachers' Technology Integration: Do They Leverage Their TPACK Knowledge Once Entering the Profession?
Quelle	In: Journal of Research on Technology in Education, 55 (2023) 3, S.490-506 (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1539-1523
DOI	10.1080/15391523.2021.1976328
Schlagwörter	Beginning Teachers; Pedagogical Content Knowledge; Technological Literacy; Technology Integration; Elementary Secondary Education; Preservice Teacher Education; Teacher Attitudes; Value Judgment; Barriers; Elementary School Teachers; Middle School Teachers; Predictor Variables + Suchen Sie Ihr Suchwort? Junior teacher; Junglehrer; Pädagogische Kompetenz; Technisches Wissen; Lehramtsstudiengang; Lehrerausbildung; Lehrerverhalten; Werturteil; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Prädiktor
Abstract	Research indicates educators benefit from developing Technological Pedagogical Content Knowledge (TPACK), a combination of constructs that inform the design of pedagogically-sound technology-integrated instruction. Applying a mixed-methods explanatory sequential study design, we examined if and how novice K-12 teachers, who developed TPACK during the same teacher education program, transferred that knowledge to their full-time teaching upon graduation. A total of 50 participants completed a survey that explored their perspectives of technology integration. Interviews were conducted with 20 participants to further examine the survey results. Three significant findings were identified: (1) participants perceived technology integration as important to their teaching; (2) a disconnect existed between teachers' perceived importance of technology-integrated activities and actual integration; and (3) persistent barriers continued to challenge teachers' integration of technology. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01