Date of Award

11-5-2018

Document Type

Thesis and Dissertation

Degree Name

Doctor of Education (EdD)

Department

School of Teaching and Learning

First Advisor

Lara J. Handsfield

Abstract

The objectives of this study were to gain an understanding of how practicing teachers believe they are prepared to meaningfully and critically integrate technology into their classroom practices; and to understand how practicing teachers recruited those beliefs into their teaching practices. This included gaining an understanding of what they believed led to their engagement in the critical dimensions of technology use in their teaching practices. This mixed-methods study contained two phases. In Phase 1, 58 graduate students in a College of Education completed a newly developed Critical Technological Pedagogical Content Knowledge (C-TPACK) survey containing likert-scale and open-ended questions. A subset of four graduate students, who were also practicing teachers, participated in Phase 2 of this study where lesson plans, observations, and interviews were analyzed. The findings indicated that limited training in and exposure to C-TPACK during teacher education coursework and professional development (PD), uncertainty about students’ critical digital literacies (CDL), the teachers’ varying understandings of CDL, resource limitations and restrictive school policies posed barriers for the teachers’ recruitment of CTPACK to their practices. These findings showed the importance of tying critical theory to technology in education coursework and PD programs. This study proposes the use of a theoretical framework that prioritizes critical theory, namely the C-TPACK framework, when analyzing teachers’ technology integration practices.

KEYWORDS: TPACK, C-TPACK, critical digital literacy, digital literacy, teacher education, professional development

Comments

Imported from ProQuest Hosek_ilstu_0092E_11345.pdf

DOI

http://doi.org/10.30707/ETD2019.Hosek.V

Page Count

341

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