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- W3212634897 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." @default.
- W3212634897 created "2021-11-22" @default.
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- W3212634897 date "2021-11-03" @default.
- W3212634897 modified "2023-10-16" @default.
- W3212634897 title "A mixed-methods study of novice teachers’ technology integration: Do they leverage their TPACK knowledge once entering the profession?" @default.
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- W3212634897 doi "https://doi.org/10.1080/15391523.2021.1976328" @default.
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