A mixed-methods study of novice teachers’ technology integration: Do they leverage their TPACK knowledge once entering the profession?

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Author(s)Karchmer-Klein, Rachel
Author(s)Konishi, Haruka
Date Accessioned2022-02-02T18:30:17Z
Date Available2022-02-02T18:30:17Z
Publication Date2021-11-03
DescriptionThis article was originally published in Journal of Research on Technology in Education. The version of record is available at: https://doi.org/10.1080/15391523.2021.1976328en_US
AbstractResearch 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.en_US
CitationRachel 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: 10.1080/15391523.2021.1976328en_US
ISSN1945-0818
URLhttps://udspace.udel.edu/handle/19716/30244
Languageen_USen_US
PublisherJournal of Research on Technology in Educationen_US
KeywordsMixed methodsen_US
KeywordsTPACKen_US
Keywordsteacher preparationen_US
Keywordstechnology integrationen_US
TitleA mixed-methods study of novice teachers’ technology integration: Do they leverage their TPACK knowledge once entering the profession?en_US
TypeArticleen_US
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