A mixed-methods study of novice teachers’ technology integration: Do they leverage their TPACK knowledge once entering the profession?
Date
2021-11-03
Journal Title
Journal ISSN
Volume Title
Publisher
Journal of Research on Technology in Education
Abstract
Research 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.
Description
This article was originally published in Journal of Research on Technology in Education. The version of record is available at: https://doi.org/10.1080/15391523.2021.1976328
Keywords
Mixed methods, TPACK, teacher preparation, technology integration
Citation
Rachel Karchmer-Klein & Haruka Konishi (2021) 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, DOI: 10.1080/15391523.2021.1976328