Educational Studies (General Education)
School of Education
TPACK, TEACHER EDUCATION PROGRAMS, PRESERVICE TEACHERS, SQD STRATEGIES, TECHNOLOGY TRAINING, ELEMENTARY EDUCATION
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.
Sarri, T. (2021). Examining the Development of TPACK and the Use of SQD Strategies in Teacher Education Programs (Doctoral dissertation, Duquesne University). Retrieved from https://dsc.duq.edu/etd/1995