Dissertation/Thesis Abstract

Technological, Pedagogical, and Content Knowledge (TPACK): An Educational Landscape for Tertiary Science Faculty
by Lavadia, Linda, Ed.D., Concordia University Irvine, 2017, 221; 10280318
Abstract (Summary)

Earlier studies concluded that technology’s strength is in supporting student learning rather than as an instrument for content delivery (Angeli & Valanides, 2014). Current research espouses the merits of the Technological Pedagogical Content Knowledge (TPACK) framework as a guide for educators’ reflections about technology integration within the context of content and instructional practice. Grounded by two theoretical frameworks, TPACK (Mishra & Koehler, 2006; 2008) and Rogers’ (1983, 1995) theory of diffusion of innovation, the purpose of this mixed-methods research was two-fold: to explore the perceived competencies of tertiary science faculty at higher education institutions with respect to their integration of technology within the constructs of pedagogical practice and content learning and to analyze whether these perceived competencies may serve as predictive factors for technology adoption level. The literature review included past research that served as models for the Sci-TPACK instrument. Twenty-nine professors of tertiary science courses participated in an online Likert survey, and four professors provided in-depth interviews on their TPACK practices. Quantitative analysis of data consisted of descriptive and reliability statistics, calculations of means for each of the seven scales or domains of TPACK, and regression analysis. Open-ended questions on the Likert survey and individual interviews provided recurrent themes of the qualitative data. Final results revealed that the participants integrate technology into pedagogy and content through a myriad of TPACK practices. Regression analysis supported perceived TPACK competencies as predictive factors for technology adoption level.

Indexing (document details)
Advisor: Albrecht, Kellie
Commitee: Albrecht, Kellie, Doering, Dwight, Hartzell, Stephanie, Mercier, Deborah, Schulteis, Michael
School: Concordia University Irvine
Department: Education
School Location: United States -- California
Source: DAI-A 78/10(E), Dissertation Abstracts International
Source Type: DISSERTATION
Subjects: Educational leadership, Teacher education, Science education, Higher education
Keywords: Adoption theories, Higher education science, Science education, Science pedagogy, Science teacher preparation, TPACK
Publication Number: 10280318
ISBN: 9781369777017
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