Taking a Closer Look at TPACK: Examining Teacher Perspectives of the Knowledge, Competencies, and Context Needed for Improved Remote Education in Grades 4-8

Authors

Jennifer Christine Buth Bell, University of Nebraska-LincolnFollow

First Advisor

Lauren Gatti

Degree Name

Doctor of Education (Ed.D.)

Department

Educational Studies (Teaching, Curriculum, and Learning)

Date of this Version

12-2024

Document Type

Dissertation

Citation

A dissertation presented to the faculty of the Graduate College at the University of nebraska in partial fulfillment of requirements for the degree of Doctor of Education

Major: Educational Studies (Teaching, Curriculum, and Learning)

Under the supervision of Professor Lauren Gatti

Lincoln, Nebraska, December 2024

Comments

Copyright 2024, Jennifer Christine Buth Bell. Used by permission

Abstract

Though wrought with challenges, the COVID-19 Pandemic, which led to the closure of schools worldwide and forced educators into a rapid transition from traditional to Emergency Remote Teaching (ERT), held some promise for furthering the integration of digital technology in schools. But now, years following the crisis, policymakers, administrators, and teachers continue to grapple with how best to incorporate lessons learned and improve the future of teaching and learning in both traditional and remote settings. This mixed-methods study (n = 21; n = 6) followed an explanatory sequential design to collect and analyze data from a sample of 4th-8th grade educators using a 62-item survey and a 15-item, semi-structured questionnaire informed by the Technological, Pedagogical, and Content Knowledge (TPACK) Framework. The investigation’s primary objective was to explore participants’ views on the types of knowledge, skills, and resources needed for teaching remotely to better understand practitioner strengths and their needs for ongoing learning, development, and support. Analysis of the quantitative data gathered indicated a statistically significant difference between teachers' views of importance and confidence as they related to TPACK. Qualitative data helped to support and explain these findings. The results of this study emphasize a need for the ongoing development of teachers and the strengthening of the contexts surrounding remote education efforts. This information may be useful to policymakers, administrators, and teachers as well as researchers, curriculum developers, and professional learning specialists as they work toward bettering today’s traditional and remote schooling for tomorrow's students.

Advisor: Lauren Gatti

Recommended Citation

Bell, Jennifer Christine Buth, "Taking a Closer Look at TPACK: Examining Teacher Perspectives of the Knowledge, Competencies, and Context Needed for Improved Remote Education in Grades 4-8" (2024). Dissertations and Doctoral Documents from University of Nebraska-Lincoln, 2023–. 251.
https://digitalcommons.unl.edu/dissunl/251