A case study of how and if a professional development program builds teachers' TPACK model of instruction

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dc.contributorGoldston, M. Jenice
dc.contributorKuntz, Aaron M.
dc.contributorLovorn, Michael
dc.contributorWright, Vivian H.
dc.contributor.advisorWilson, Elizabeth K.
dc.contributor.authorHall Matherson, Lisa
dc.contributor.otherUniversity of Alabama Tuscaloosa
dc.date.accessioned2017-03-01T16:34:39Z
dc.date.available2017-03-01T16:34:39Z
dc.date.issued2012
dc.descriptionElectronic Thesis or Dissertationen_US
dc.description.abstractThe purpose of this case study was to examine the technology professional development experiences of three teachers, to explore their decisions regarding the classroom integration of technology, and to determine if the technology integration met the TPACK model of instruction. The case study design utilized guided interviews, observations, documents, and fieldnotes. From this process, the researcher was able to gain a greater understanding of the decisions made by the teachers regarding technology integration into their classroom curriculum and lessons. The findings of the study indicated that two of the three teachers integrated technology into their classroom lessons meeting a TPACK model of instruction. The discussion reveals the decisions the study participants made regarding the inclusion of technology, their perceptions of professional development, and why they did or did not meet the TPACK model of instruction.en_US
dc.format.extent176 p.
dc.format.mediumelectronic
dc.format.mimetypeapplication/pdf
dc.identifier.otheru0015_0000001_0001034
dc.identifier.otherHallMatherson_alatus_0004D_11209
dc.identifier.urihttps://ir.ua.edu/handle/123456789/1516
dc.languageEnglish
dc.language.isoen_US
dc.publisherUniversity of Alabama Libraries
dc.relation.hasversionborn digital
dc.relation.ispartofThe University of Alabama Electronic Theses and Dissertations
dc.relation.ispartofThe University of Alabama Libraries Digital Collections
dc.rightsAll rights reserved by the author unless otherwise indicated.en_US
dc.subjectEducational technology
dc.subjectEducation
dc.titleA case study of how and if a professional development program builds teachers' TPACK model of instructionen_US
dc.typethesis
dc.typetext
etdms.degree.departmentUniversity of Alabama. Department of Curriculum and Instruction
etdms.degree.disciplineSecondary Education
etdms.degree.grantorThe University of Alabama
etdms.degree.leveldoctoral
etdms.degree.nameEd.D.
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