Browsing by Author "Karchmer-Klein, Rachel"
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Item A mixed-methods study of novice teachers’ technology integration: Do they leverage their TPACK knowledge once entering the profession?(Journal of Research on Technology in Education, 2021-11-03) Karchmer-Klein, Rachel; Konishi, HarukaResearch indicates educators benefit from developing Technological Pedagogical Content Knowledge (TPACK), a combination of constructs that inform the design of pedagogically-sound technology-integrated instruction. Applying a mixed-methods explanatory sequential study design, we examined if and how novice K-12 teachers, who developed TPACK during the same teacher education program, transferred that knowledge to their full-time teaching upon graduation. A total of 50 participants completed a survey that explored their perspectives of technology integration. Interviews were conducted with 20 participants to further examine the survey results. Three significant findings were identified: (1) participants perceived technology integration as important to their teaching, (2) a disconnect existed between teachers’ perceived importance of technology-integrated activities and actual integration, and (3) persistent barriers continued to challenge teachers’ integration of technology.