Using the TPACK framework to understand middle grades teachers’ integration of technology, pedagogy, and content knowledge : a qualitative single case study.
Teachers require technological development to gain knowledge for integrating technology with pedagogy and the subject matter content to meet students’ learning needs in preparation for the future. Researchers found that teachers acquiring technological knowledge positively affected students’ ability to develop technological skills that contributed to their future success in a technological world (Keengwe et al., 2010; Killion, 2016). Higher student scores on standardized assessments correlated with teachers receiving continuous technological professional development. The rapid technological movement seen in the past several decades has significantly increased teachers’ needs for technological knowledge. Teachers need resources, specifically technological knowledge, to educate students and provide them with a competitive advantage (Barton & Dexter, 2019).
In this qualitative single case study, I conducted semi-structured interviews, classroom observations, and post-observation debriefs with six teachers to understand their level of technological knowledge and its integration with their pedagogy and subject matter content. This qualitative single case study used the TPACK framework to guide the research design and data analysis process. The qualitative research design used for this study included selecting six teachers as participants who engaged in semi-structured interviews, classroom observations, and post-observation debriefs. I used the Technological, Pedagogical, and Content Knowledge (TPACK) framework to inform my coding of the data and to find themes. Finally, I presented the results in graphs, tables, and narrative to answer the research question and offer suggestions for providing teachers the technological knowledge to integrate technology with their pedagogy and the subject matter content.
This qualitative single case study revealed that teachers need more technological knowledge to integrate technology with their pedagogy and the subject matter content. The teacher participants at the research site maintained minimal technological knowledge based on their self-reflection and my observation. The implications for this qualitative single case study included providing teachers opportunities to gain more technological knowledge, offering continuous technological professional development, and showing support by the leadership for technological knowledge to drive teachers’ commitment, confidence, and motivation to integrate technology, pedagogy, and content.