Classroom Teachers’ Perceptions of their Knowledge of Content and Pedagogy in Terms of a Technology-Driven Lesson
Date of Conferral
10-12-2023
Degree
Doctor of Education (Ed.D.)
School
Education
Advisor
Esther Javetz
Abstract
The influx of technology in the high school classroom has increased the demand for technology integration. But teachers struggle to implement technology in their lessons, which suggests that there may be barriers in their knowledge of content and pedagogy in a technology-driven lesson design. The purpose of this basic qualitative study was to investigate teachers’ perceptions of their knowledge of content and pedagogy for incorporating technology in lesson design as aligned with the TPACK framework. A basic qualitative design was used to answer two research questions focused on the high school teachers’ perceptions of their knowledge, their pedagogy, and their barriers when designing technology-driven lessons. Data were collected using semi structured interviews of 13 certified core subject teachers employed by Public Magnet High School (pseudonym) teaching Grades 9–12. The process for analyzing the data started with a deductive analysis followed by an inductive analysis for themes to emerge. Results indicated that teachers were competent in their content knowledge but lacked sufficient knowledge in pedagogy and technology to create an appropriate technology-based lesson in their content area. Based on the findings, a 3-day professional development was created for teachers on learning objectives, types of pedagogies, and content-specific technologies, all based on Bloom’s revised taxonomy. This study is expected to impact social change by providing administrators, instructional designers, and lead teachers with a more in-depth understanding of the barriers that exist within technology integration and its relationship with content and pedagogy to improve classroom instruction, thus improving students’ academic achievement.
Recommended Citation
Paskins, Ayana, "Classroom Teachers’ Perceptions of their Knowledge of Content and Pedagogy in Terms of a Technology-Driven Lesson" (2023). Walden Dissertations and Doctoral Studies. 14960.
https://scholarworks.waldenu.edu/dissertations/14960
