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Exploring 3rd Grade Teachers' Technological Pedagogical and Content-Game Knowledge
PROCEEDING

, , University of Texas at San Antonio, United States

Society for Information Technology & Teacher Education International Conference, in San Diego, CA, United States ISBN 978-1-939797-61-2 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

Abstract

This study aimed to investigate 3rd grade teachers’ Technological Pedagogical and Content Knowledge- Game (TPACK-G) confidence in one selected school district. The results of the survey were analyzed through the TPACK-G framework. The participants in this study were 3rd grade teachers in transition from fully virtual teaching to in-class teaching or hybrid teaching. This survey study seeks to answer the questions: 1. What are 3rd grade teachers’ TPACK-G knowledge in the selected school district? and 2. What are the relationships between demographic data and TPACK-G scores? Descriptive analysis of results shows that 3rd grade teachers in the school district “agree” on all TPACK-G knowledge scores, which aligns with previous research of TPACK-G conducted with elementary school teachers. Findings indicated that formal education level obtained showed a trend toward significance with GPCK (Chi-square=10.0 p=.075).

Citation

Hernandez, J. & Alanís, I. (2022). Exploring 3rd Grade Teachers' Technological Pedagogical and Content-Game Knowledge. In E. Langran (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 1867-1872). San Diego, CA, United States: Association for the Advancement of Computing in Education (AACE). Retrieved March 28, 2024 from .

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