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Classroom Teachers' Perceptions of Their Knowledge of Content and Pedagogy in Terms of a Technology-Driven Lesson.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Classroom Teachers' Perceptions of Their Knowledge of Content and Pedagogy in Terms of a Technology-Driven Lesson./
Author:	Paskins, Ayana.
Description:	1 online resource (204 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 85-04, Section: A.
Contained By:	Dissertations Abstracts International85-04A.
Subject:	Education. -
Online resource:	click for full text (PQDT)
ISBN:	9798380588096

Classroom Teachers' Perceptions of Their Knowledge of Content and Pedagogy in Terms of a Technology-Driven Lesson.
Paskins, Ayana.

Classroom Teachers' Perceptions of Their Knowledge of Content and Pedagogy in Terms of a Technology-Driven Lesson. - 1 online resource (204 pages)

Source: Dissertations Abstracts International, Volume: 85-04, Section: A.

Thesis (Ed.D.)--Walden University, 2023.

Includes bibliographical references

The influx of technology in the high school classroom has increased the demand for technology integration. But teachers struggle to implement technology in their lessons, which suggests that there may be barriers in their knowledge of content and pedagogy in a technology-driven lesson design. The purpose of this basic qualitative study was to investigate teachers' perceptions of their knowledge of content and pedagogy for incorporating technology in lesson design as aligned with the TPACK framework. A basic qualitative design was used to answer two research questions focused on the high school teachers' perceptions of their knowledge, their pedagogy, and their barriers when designing technology-driven lessons. Data were collected using semi structured interviews of 13 certified core subject teachers employed by Public Magnet High School (pseudonym) teaching Grades 9-12. The process for analyzing the data started with a deductive analysis followed by an inductive analysis for themes to emerge. Results indicated that teachers were competent in their content knowledge but lacked sufficient knowledge in pedagogy and technology to create an appropriate technology-based lesson in their content area. Based on the findings, a 3-day professional development was created for teachers on learning objectives, types of pedagogies, and content-specific technologies, all based on Bloom's revised taxonomy. This study is expected to impact social change by providing administrators, instructional designers, and lead teachers with a more in-depth understanding of the barriers that exist within technology integration and its relationship with content and pedagogy to improve classroom instruction, thus improving students' academic achievement.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798380588096Subjects--Topical Terms:

555912
Education.
Subjects--Index Terms:

Technology integrationIndex Terms--Genre/Form:

554714
Electronic books.

Classroom Teachers' Perceptions of Their Knowledge of Content and Pedagogy in Terms of a Technology-Driven Lesson.
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