Exploring the Role of TPACK and Teacher Self-Efficacy: An Ethnographic Case Study of Three iPad Language Arts Classes
Technology, Pedagogy and Education Volume 25, Number 2, ISSN 1475-939X
This ethnographic research study investigated three elementary teachers' perceived self-efficacy beliefs and their attitudes toward mobile technology-enhanced instruction. Using technological pedagogical content knowledge (TPACK) as a guiding theory, the authors sought to determine whether and how the three knowledge components that form the foundation of the TPACK framework--technological, pedagogical or content knowledge--have similar levels of influence on teachers' language arts teaching practices. They also examined how each teacher incorporated iPad technologically enhanced pedagogical practices and made connections to their beliefs about the role of technology and education. Data collection consisted of classroom observation field notes, teacher interviews and teacher blogs. Findings reveal that the teachers' attitudes toward the integration of iPad technology formed a basis for how they approached their pedagogy. Compared to their technological and content knowledge, teachers' pedagogical knowledge and years of teaching experience strongly influenced their decisions regarding mobile technology integration. By the end of the study, all teachers identified stronger connections and awareness in relation to the components of TPACK. The implications of these findings will provide insight relevant to the development of professional development opportunities for teachers regarding TPACK that could ultimately lead to more successful technology integration by teachers.
Saudelli, M.G. & Ciampa, K. (2016). Exploring the Role of TPACK and Teacher Self-Efficacy: An Ethnographic Case Study of Three iPad Language Arts Classes. Technology, Pedagogy and Education, 25(2), 227-247.
- case studies
- Computer Uses in Education
- Electronic Publishing
- Elementary School Teachers
- Foreign Countries
- Handheld Devices
- language arts
- Pedagogical Content Knowledge
- Self Efficacy
- teacher attitudes
- teaching methods
- Technological Literacy
- technology integration
- Web Sites
Cited ByView References & Citations Map
Isha DeCoito, Western University, Canada; Tasha Richardson, OISE/University of Toronto, Canada
Contemporary Issues in Technology and Teacher Education Vol. 18, No. 2 (June 2018) pp. 362–378
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