Defense Date
10-21-2022
Graduation Date
Fall 12-16-2022
Availability
Immediate Access
Submission Type
dissertation
Degree Name
EdD
Department
Instructional Technology (EdDIT)
School
School of Education
Committee Chair
Karen Levitt
Committee Member
Sandra Quinones
Committee Member
David D. Carbonara
Keywords
instructional technology, TPACK, TPK, TCK, science education
Abstract
Teachers in K-12 education are increasingly using technology in their courses. However, teachers may struggle to implement technology effectively in their specific subject areas. Existing research demonstrates that there was a need to better support in-service science teachers’ technological content knowledge. Accordingly, the purpose of this practitioner research study was to examine how, why, and to what extent in-service secondary science teachers report using technology as part of instructional practices. The TPACK framework was used as the theoretical lens for a mixed methods study exploring secondary science teachers’ technological pedagogical knowledge (TPK) and technological content knowledge (TCK). Multiple data sources were collected from science teachers in four school districts in south-central Pennsylvania. Confidence intervals determined that there was some difference between the groups studied, but the sample size was too small to determine if it was a significant difference. Qualitative analysis demonstrated that the participants already used technology in their classes, but they would like to learn more.
The findings from this study can inform technology-based professional development intended to better support in-service science teachers.
Language
English
Recommended Citation
Graban, S. (2022). Technological Content Knowledge and Technological Pedagogical Knowledge in Secondary Science Teachers: A Mixed Methods Analysis (Doctoral dissertation, Duquesne University). Retrieved from https://dsc.duq.edu/etd/2065