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A Mixed-Methods Examination of Influences on the Shape and Malleability of Technological Pedagogical Content Knowledge (TPACK) in Graduate Teacher Education Students

Abstract Concerted efforts have been made within teacher preparation programs to integrate teaching with technology into the curriculum. Unfortunately, these efforts continue to fall short as teachers' application of educational technology is unsophisticated and not well integrated. The most prevalent approaches to integrating technology tend to ignore pedagogy and content and assume that the technology integration knowledge for all contexts is the same. One theoretical framework that does acknowledge content, pedagogy, and context in conjunction with technology is Technological Pedagogical Content Knowledge (TPACK) and was the lens through which teacher development was measured and interpreted in this study. The purpose of this study was to inv... (more)
Created Date 2013
Contributor Sabo, Kent (Author) / Atkinson, Robert (Advisor) / Archambault, Leanna (Committee member) / Savenye, Wilhelmina (Committee member) / Arizona State University (Publisher)
Subject Educational technology / Teacher education / Higher education / Educational Technology / Mixed Methods / Teacher Education / Technological Pedagogical Content Knowledge / TPACK
Type Doctoral Dissertation
Extent 148 pages
Language English
Reuse Permissions All Rights Reserved
Note Ph.D. Educational Technology 2013
Collaborating Institutions Graduate College / ASU Library
Additional Formats MODS / OAI Dublin Core / RIS

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Description Dissertation/Thesis