School districts are increasingly adopting 1-to-1 technology initiatives to support 21st century teaching and learning; yet, there are still many challenges with the effective integration of technology into teacher instructional practices. Teacher’s technological, pedagogical, content knowledge (TPACK) is an integral part in planning the instructional process for effective integration. In this quantitative study, teachers’ knowledge of technology, content, and pedagogy was examined through the lens of TPACK and its relationship to their lesson design practices. Two validated TPACK instruments were used to collect data on 117 in-service teachers in a large, urban school district with a 1-to-1 technology initiative. A MANOVA and correlational analysis were performed, and results of this study indicated there were no statistically significant differences between teachers’ constructs of TPACK and their years of experience in a 1-to-1 technology initiative. However, statistical significance was found between teachers’ constructs of TPACK and their content area. Additionally, a correlation was found between teachers’ TPACK, their lesson design practices, and design disposition. The results of this study may positively impact social change by informing school administrators and other educational change leaders in the planning of teacher instructional support to further develop teachers in the implementation of technology integration to support the 21st century learning needs of today’s students.
Published by Dr. Jocelyn McDonald
Dr. Jocelyn McDonald is an educational technologist, podcaster, blogger, and founder of #TechItUp, LLC. #TechItUp, LLC is a professional learning and technology solutions company dedicated to supporting educators and educational leaders with the implementation of technology to create meaningful student learning experiences. She has trained and developed thousands of teachers, school administrators, instructional specialists and various educators on effective practices to integrate technology, instructional design, efficient and sustainable systems, as well as change management and strategic planning. She is a proud advocate for social change in education and is dedicated to making a positive impact. She was featured, as a contributing author, in the book Women Who Lead in Technology and continues to create meaningful learning experiences for students in underrepresented communities through hosting Digital Skills Camps and STEM events. She holds a Bachelors in Chemistry, Masters in Curriculum and Instruction in Instructional Technology, and a Ph.D. in Educational Technology. With 16+ years in education, she is passionate about supporting the transformation of education through technology for equitable access to 21st-century education while also serving as a Program Director for Technology Applications, Computer Science, and STEM for an urban school district in Houston, Texas. She makes strong efforts to use her influence to impact achievement in schools by building relationships with various stakeholders and looks forward to closing equity and diversity gaps in education. View all posts by Dr. Jocelyn McDonald