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

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.

Keywords:

• Mixed methods
• TPACK
• teacher preparation
• technology integration

Additional information

Notes on contributors

Rachel Karchmer-Klein

Rachel Karchmer-Klein is an Associate Professor in the School of Education at the University of Delaware. Her research interests focus on the intersection of literacy and technology, with an emphasis on practical implications for K-12 instruction.

Haruka Konishi

Haruka Konishi is an Assistant Professor in the Department of Education at Missouri Western State University. She studies early childhood education and the link between language and self-regulation.