Examining TPACK Levels and Teacher Implementation of Tpack Skills in Middle and Secondary Mathematics Teachers in the United States: a Three-Article Dissertation

dc.contributorGleason, Jim
dc.contributorLawson, Michael
dc.contributorYeo, Sheunghyun
dc.contributorBergeron, Bill
dc.contributor.advisorZelkowski, Jeremy
dc.contributor.authorSmith, Pamela Garrett
dc.contributor.otherUniversity of Alabama Tuscaloosa
dc.date.accessioned2023-01-27
dc.date.available2028-01-01
dc.date.issued2022
dc.descriptionElectronic Thesis or Dissertationen_US
dc.description.abstractThis three-article dissertation examines and expands the data pertaining to in-service middle and high school (i.e., secondary) mathematics teachers' use of technology in their classrooms. The first article reports on the administration and validation for use in the United States, of Handal et al.'s (2012) TPACK-M survey that was validated for use in Australia. The data obtained from secondary mathematics teachers in United States were analyzed and compared to the original version used in Australia. The purpose was to strengthen the validity argument for the instrument's use to measure in-service teachers' technological, pedagogical, and content knowledge (TPACK). The second article administered the survey to a group of 30 regional in-service mathematics teachers. The data were analyzed and a small group of nine participants were strategically selected to participate in an interview aimed to find commonalties between teachers who utilize technology for student learning as well as the barriers to teachers who may be hesitant to use technology for instruction purposes. The information gained from these interviews allowed the researcher to develop a professional development workshop protocol that can have maximum impact on a teacher's TPACK and utilization of technology for teaching and student learning. The third article was the implementation of the professional development workshop with a small group of subject specific in-service mathematics teachers. This article was a case study of three teachers as they addressed and overcame their perceived barriers and beliefs about utilizing technology for student learning, not just using technology to augment their normal teaching style. The narrative of the growth of these teachers' TPACK understanding and implementation will be beneficial to others in the field as all teachers are having to navigate the new normal of virtual learning predicated upon them due to the COVID-19 pandemic.en_US
dc.format.mediumelectronic
dc.format.mimetypeapplication/pdf
dc.identifier.otherhttp://purl.lib.ua.edu/186732
dc.identifier.otheru0015_0000001_0004556
dc.identifier.otherSmith_alatus_0004D_15077
dc.identifier.urihttps://ir.ua.edu/handle/123456789/9844
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.subjectIn-service
dc.subjectMathematics
dc.subjectProfessional development
dc.subjectSurvey
dc.subjectTeacher
dc.subjectTPACK
dc.titleExamining TPACK Levels and Teacher Implementation of Tpack Skills in Middle and Secondary Mathematics Teachers in the United States: a Three-Article Dissertationen_US
dc.typethesis
dc.typetext
etdms.degree.departmentUniversity of Alabama. Department of Curriculum and Instruction
etdms.degree.disciplineMathematics education
etdms.degree.grantorThe University of Alabama
etdms.degree.leveldoctoral
etdms.degree.nameEd.D.
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