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Evaluation of HQT Online Courses: Growth of Participants Technology, Pedagogy and Content Knowledge (TPACK)

McGlothlin, Cheryle D.
http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1411132394

Abstract Details

2014, Doctor of Philosophy (PhD), Ohio University, Instructional Technology (Education).
This research project examined the pre and post survey scores of the seven constructs of TPACK to determine the impact of participation in an online course in regards to the constructs outlined with the TPACK instrument. Three online courses were used in the study with a total of 36 participants (math 6, science 17, and social studies 13). The intent of this concurrent mixed methods study was to determine whether online courses taken by teachers can help address the lack of technological integration in the classroom through a learn by doing model. The first phase, quantitative research addressed the relationship of the constructs of TPACK with teachers who participated in an online course not specifically aligned to the TPACK model by using t-test, ANOVA, and multiple regression analysis. In the second phase, the comment area of the pre and post survey and discussion forums within the online course were examined, to give voice to the participants. The responses within the comments sections of the pre and post survey and the discussion forums were analyzed inductively using thematic content analysis, a common approach of grounded theory (Burnard et al., 2008). And finally as part of the course requirement, participants created a lesson plan using a template. The Technology Integration Assessment Rubric (TIAR) was used to score the lesson plans. The four overarching themes used in the TIAR instrument are 1) ways in which technology was used with specific curriculum, 2) was the technology used by the teacher and/or by the student, 3) was technology used in a way that support the teaching strategies outline, 4) does the technology use alignment to curriculum goals and strategies, and content, pedagogy and technology fit. The t-test demonstrated statistical significance in each of the courses; however, the social studies course demonstrated the most consistent significance and greatest effect size across the constructs. The ANOVA analysis did not provide any clear patterns in terms of the demographic information. The multiple regressions provided some information in the relationship of the demographic information specifically gender and age. The data from the lesson plans supported this analysis. And finally, the discussion forums clearly demonstrated an increase in content, pedagogy and technology integration especially for the social studies course which warranted further analysis of the courses. This examination of the courses determined that the facilitator of the social studies course had a participation log approximately eight times greater that the math facilitator and three times greater than the science facilitator. This variation in facilitator presence may account for the variance between surveys. Further research needs to be conducted to include classroom observations and teacher perception analysis and a comparative analysis in order to determine the improved use of pedagogy and technology integration.
Teresa Franklin (Committee Chair)
262 p.
Curriculum Development; Design; Educational Evaluation; Educational Technology; Educational Theory; Information Technology; Secondary Education; Teacher Education; Technology
TPACK; Online Learning; HQT; In-Service Teachers; Growth; Evaluation; Technological Pedagogical Content Knowledge; Framework

Recommended Citations

Citations

  • McGlothlin, C. D. (2014). Evaluation of HQT Online Courses: Growth of Participants Technology, Pedagogy and Content Knowledge (TPACK) [Doctoral dissertation, Ohio University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1411132394

    APA Style (7th edition)

  • McGlothlin, Cheryle. Evaluation of HQT Online Courses: Growth of Participants Technology, Pedagogy and Content Knowledge (TPACK). 2014. Ohio University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1411132394.

    MLA Style (8th edition)

  • McGlothlin, Cheryle. "Evaluation of HQT Online Courses: Growth of Participants Technology, Pedagogy and Content Knowledge (TPACK)." Doctoral dissertation, Ohio University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1411132394

    Chicago Manual of Style (17th edition)

ohiou1411132394
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© 2014, some rights reserved.Creative Commons License Evaluation of HQT Online Courses: Growth of Participants Technology, Pedagogy and Content Knowledge (TPACK) by Cheryle D. McGlothlin is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License. Based on a work at etd.ohiolink.edu.
This open access ETD is published by Ohio University and OhioLINK.