Professional Development for International Teachers: Examining TPACK and Technology Integration Decision Making

Abstract

This mixed-methods study explored the impacts of a semester-long technology professional development for secondary school international teachers from developing nations around the world. We used (a) a survey approach to examine international teachers' perceived technology integration abilities using the technological pedagogical content knowledge (TPACK) framework and (b) a design task to understand their rationale behind technology integration decisions. As a group (N = 16), international teachers reported increased abilities in all TPACK domains. Qualitative analysis of their rationales revealed that though teachers learned to consider the affordances of technology, technology access issues were pivotal in their choice and use of technology in instruction planning. With education becoming increasingly global, the study has implications for the motivation and design of technology professional development programs for international teachers.

Keywords:

• international education
• technology integration
• technology professional development
• TPACK

Declaration of Conflicting Interests

The authors declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.

Funding

The authors received no financial support for the research, authorship, and/or publication of this article.

Additional information

Notes on contributors

Medha Dalal

Medha Dalal is pursuing a PhD in the Learning, Literacies, and Technologies program in the Teachers College at Arizona State University. With prior education in computer science, her research focuses on effective integration of technology and hybrid/blended learning in higher education. Please address correspondence regarding this article to Medha Dalal, Arizona State University, Mary Lou Fulton Teachers College, 1050 S. Forest Mall, Tempe, AZ 85281. E-mail: [email protected]

Leanna Archambault

Leanna Archambault is an associate professor in the Mary Lou Fulton Teachers College at Arizona State University. Her current research interests include increasing sustainability literacy among teachers, teacher preparation for online and blended classrooms, the use of innovative technologies to improve learning outcomes, and the nature of technological pedagogical content knowledge.

Catharyn Shelton

Catharyn Shelton is pursuing a PhD in the Learning, Literacies, and Technologies program in the Teachers College at Arizona State University. Guided by her experience as a former classroom teacher, her research seeks ways to advance teacher preparation and development concerning online education and innovative technologies.