Effectively integrating technology into classroom instruction presents teachers with several dilemmas about their understanding of how students learn, their approach to designing learning activities, and their conceptualization of their role as teachers (Windschitl, 2002). Using the Technological Pedagogical Content Knowledge (TPACK) model (Koehler & Mishra, 2005, 2009; Mishra & Koehler, 2006) as the conceptual model undergirding the research, this study was designed to build evidence towards establishing the validity and reliability of a measurement instrument employed to assess the technological, pedagogical, and content knowledge teachers utilize, as well as gain an understanding of how this knowledge is affected by teacher beliefs about technology use in classroom practice. Three contextual factors were also investigated, namely leadership support for technology, teaching self-efficacy, and traditional beliefs about children. Structural equation modeling (SEM) was selected for analyzing data gathered in this research design. The relationships among four latent factors and three latent variables were examined using measurement models to determine a final structural model. Results (N = 75) suggest that the TPACK-deep scale has potential as a measure of teachers’ beliefs about their technological, pedagogical, and content knowledge. The findings yielded by the present exploratory study pertain to Design, Exertion, Ethics, and Proficiency—which are considered the four factors of the TPACK-deep scale (Kabakci-Yurdakul et al., 2012). Furthermore, this study’s findings indicate positive predictive relationships between leadership support for technology and teachers’ beliefs about using technology in their classrooms. While positive predictive relationships between teachers’ teaching self-efficacy and their beliefs about technology integration in classroom practice were found, no statistically significant association between teachers’ beliefs about using technology and their traditional beliefs about children could be established for three (Design, Exertion, Ethics) of the four TPACK-deep factors under investigation.
| Identifer | oai:union.ndltd.org:unf.edu/oai:digitalcommons.unf.edu:etd-1653 |
| Date | 01 January 2016 |
| Creators | Monroe-Ossi, Heather M. |
| Publisher | UNF Digital Commons |
| Source Sets | University of North Florida |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | UNF Theses and Dissertations |
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