Defense Date

11-20-2020

Graduation Date

Spring 5-7-2021

Availability

Immediate Access

Submission Type

dissertation

Degree Name

EdD

Department

Educational Studies (General Education)

School

School of Education

Committee Chair

Carol Parke

Committee Member

Darius Prier

Committee Member

David Carbonara

Keywords

TPACK, TEACHER EDUCATION PROGRAMS, PRESERVICE TEACHERS, SQD STRATEGIES, TECHNOLOGY TRAINING, ELEMENTARY EDUCATION

Abstract

The purpose of this quantitative study is to investigate the impact of technology training offered by teacher education programs on preservice teachers’ ΤPACK development. Specifically, the study aims to investigate how the SQD strategies of: 1) teacher educators acting as role models, 2) learning technology by design, 3) collaborating with peers, 4) scaffolding authentic experiences, 5) reflecting about the role of technology in education and, 6) moving from traditional to continuous feedback, contribute to the development of each domain of the TPACK framework. The study employs a quantitative methodology for analyzing the data collected. The measurement instruments for data collection include the TPACK survey designed by Schmidt et al. (2009), and the SQD scale developed by Tondeur et al. (2016). Descriptive statistics describe the perceived knowledge of subjects on TPACK domains, and their perceptions on the support they received while being trained. Finally, the researcher performs ten multiple linear regression analyses to determine if there is a significant contribution of the six strategies to the development of each TPACK domain. Findings indicate that the SQD strategies, when used as a set of predictors, significantly facilitate the growth of five out of seven TPACK domains.

Language

English

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