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Teachers’ Perception about their Competency in Integrating Technology in Elementary Classrooms using the Technological Pedagogical Content Knowledge Framework (TPACK)
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, , University of Northern Colorado, United States

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Kona, Hawaii, United States Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Abstract

Teachers realize the importance of technology to promote enhancement in the transferring content knowledge. The problem exists around the effectiveness from integrating technology in educational context. Thus, understanding teachers’ perception about their ability to sufficiently integrate new technology such as digital white board is significant for their teaching effectiveness. Therefore, the purpose of this study is to examine teachers’ perception about their ability to effectively integrate digital white board technology in elementary classroom in public school under the technological pedagogical content knowledge framework (TPACK). The participants of this study were 71 teachers from public schools in Colorado. The study’s results indicated that there are no relationships between teachers’ demographics (i.e., gender, age, and teaching experience) with teachers’ TPACK perceptions.

Citation

Alqallaf, N. & Williams, M. (2015). Teachers’ Perception about their Competency in Integrating Technology in Elementary Classrooms using the Technological Pedagogical Content Knowledge Framework (TPACK). In Proceedings of E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 741-745). Kona, Hawaii, United States: Association for the Advancement of Computing in Education (AACE). Retrieved December 16, 2018 from .

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