Instructional Technology (EdDIT)
School of Education
David D. Carbonara
instructional technology, TPACK, TPK, TCK, science education
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.
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