Comparing Administrator and Teacher Perceptions of Technology Integration Using the Technological Pedagogical Content Knowledge Framework and 2017 ISTE Standards for Educators

Shellhorn, Scott

Comparing Administrator and Teacher Perceptions of Technology Integration Using the Technological Pedagogical Content Knowledge Framework and 2017 ISTE Standards for Educators

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The purpose of this quantitative study was to identify perceptions, determine differences in perceptions, and identify how effective the implementation of a framework such as TPACK connected to classroom technology integration of design and facilitation as defined by selected 2017 International Society for Technology in Education (ISTE) Standards for Educators. Prior research on teacher use of technology indicated teachers are not confident in incorporating technology into the classroom for student-centered learning (Sutton, 2011) and teachers and building administrators need to have a thorough understanding of the relationship of content, pedagogy, and technology. The researcher administered a survey instrument to identify content, pedagogical, and technological domains utilized by teachers and the Designer and Facilitator 2017 ISTE Standards for Educators. Descriptive and inferential statistics were used to analyze the survey items. The findings from the research revealed a gap between building administrator and teacher perceptions of technological knowledge (TK); a statistically significant difference in building administrator and teacher perceptions of the Designer and Facilitator 2017 ISTE Standards for Educators; access and utilization of technology in Missouri public schools was prevalently available; ISTE Standards were being used for curriculum or professional development expectations; and finally the data suggested there was ample opportunity to the accessibility of technology, however, the adoption and implementation of standards, a technological framework, and aligned professional learning may be lagging behind based upon the responses of building administrators and teachers in this study.

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Comparing Administrator and Teacher Perceptions of Technology Integration Using the Technological Pedagogical Content Knowledge Framework and 2017 ISTE Standards for Educators

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