A quantitative study of higher education faculty self-assessments of technological, pedagogical, and content knowledge (tpack) and technology training

Show simple item record

dc.contributor Atkinson, Becky M.
dc.contributor Major, Claire Howell
dc.contributor Rice, Margaret L.
dc.contributor Mills, Jamie D.
dc.contributor.advisor Benson, Angela D.
dc.contributor.author Garrett, Kristi Nicole
dc.date.accessioned 2017-03-01T17:08:55Z
dc.date.available 2017-03-01T17:08:55Z
dc.date.issued 2014
dc.identifier.other u0015_0000001_0001601
dc.identifier.other Garrett_alatus_0004D_12001
dc.identifier.uri https://ir.ua.edu/handle/123456789/2055
dc.description Electronic Thesis or Dissertation
dc.description.abstract Growing use of technology in the 21st century, the age of the millennial learners, has introduced instructional challenges for higher education faculty. Technology deficiency is prevalent among the Baby Boomers and Generation X population. Yet, at a growing rate for the millennial population, technology tools are at the forefront of extracurricular and educational activities. This abundance of technology requires faculty to hone their skills in multifaceted approaches to combat technology skill deficiencies within higher education institutions. As a result, it is projected that faculty across all disciplines will become lifelong learners, not only within their specialization, but also with instructional technology tools geared toward enhancing learning (Wetzel, Foulger, & Williams, 2009). However, this is also an indication that higher education administrators need to provide support initiatives that will encourage faculty to enhance their existing pedagogy through the integration of technology (Lye, 2013). This study assessed the perception of the technological, pedagogical, and content knowledge (TPaCK) of faculty at a southeastern research university using the researcher-developed HE-TPACK instrument (n = 128). HE-TPACK is a valid and reliable revision of the original TPACK instrument that allows the measurement of higher education faculty TPACK. The research described faculty perceptions on each of the eight HE-TPACK domains and determined whether there was a difference in HE-TPACK based on discipline type, gender and academic ranking of the faculty. Descriptive statistics revealed that a majority of all participating faculty agreed with the statements in six domains (technology training, pedagogy knowledge (PK), pedagogy content knowledge (PCK), technological pedagogical knowledge (TPK), technological content knowledge (TCK), and technological, pedagogical, and content knowledge (TPaCK)) and strongly agreed with statements in two domains (technology knowledge (TK) and content knowledge domains (CK)). This finding indicates that faculty perceive they are knowledgeable in seven HE-TPACK domains and that they believe technology training is important. A multiple linear regression analysis was conducted to identify differences in HE-TPACK due to educational discipline types, gender and academic rank. Based on academic rank, results revealed significant differences in the pedagogical knowledge (PK), content knowledge (CK), pedagogical content knowledge (PCK), and the technological, pedagogical, content knowledge (TPaCK) domains. There were no differences based on gender and educational discipline types. The findings suggest that future practice should validate the HE-TPaCK scoring through observations and evaluations. Additional validation would strengthen the understanding of technology integration used by faculty. In addition, the findings suggest that future research evaluate the HE-TPaCK differences between tenured and non-tenured faculty. To improve response rate, future research should seek to reduce the number of items on the HE-TPACK survey by removing items from select domains.
dc.format.extent 143 p.
dc.format.medium electronic
dc.format.mimetype application/pdf
dc.language English
dc.language.iso en_US
dc.publisher University of Alabama Libraries
dc.relation.ispartof The University of Alabama Electronic Theses and Dissertations
dc.relation.ispartof The University of Alabama Libraries Digital Collections
dc.relation.hasversion born digital
dc.rights All rights reserved by the author unless otherwise indicated.
dc.subject.other Educational technology
dc.subject.other Educational leadership
dc.subject.other Instructional design
dc.title A quantitative study of higher education faculty self-assessments of technological, pedagogical, and content knowledge (tpack) and technology training
dc.type thesis
dc.type text
etdms.degree.department University of Alabama. Dept. of Educational Leadership, Policy, and Technology Studies
etdms.degree.discipline Educational Leadership, Policy, and Technology Studies
etdms.degree.grantor The University of Alabama
etdms.degree.level doctoral
etdms.degree.name Ph.D.


Files in this item

This item appears in the following Collection(s)

Show simple item record

Search DSpace


Browse

My Account