TPACK (Technological, Pedagogical, and Content Knowledge) Development in an Online Masters Program: How Do Teacher Perceptions Align With Classroom Practice?

• In Event: Framing Graduate Programs Toward Developing In-Service Teachers’ Technological Pedagogical Content Knowledge

Abstract

A new primarily distance education Master's degree program was focused on the development of technological, pedagogical, and content knowledge (TPACK) for integrating appropriate digital technologies in mathematics and science classes. In this mixed-method multiple case study, we documented in-service K-8 teachers’ perceptions of their TPACK development through surveys and interviews. In addition, we conducted classroom observations to assess the degree of alignment between these perceptions and actual practice. The results indicated that teachers’ perceptions of their TPACK development were generally positive, but were not always supported by classroom evidence. Our research indicates the importance of using multiple lines of evidence when investigating complex constructs such as TPACK and discusses possible reasons for lack of alignment between perception and practice.

Authors

• Nancy Staus, Oregon State University

• Henry Gillow-Wiles, Oregon State University

• Margaret L. Niess, Oregon State University

• Emily H. Van Zee, Oregon State University