The Impact of TPACK and Teacher Technology Efficacy on Social Studies Teachers' use of Technology in the Classroom

Abstract

THE IMPACT OF TPACK AND TEACHER TECHNOLOGY EFFICACY ON SOCIAL STUDIES TEACHERS’ USE OF TECHNOLOGY IN THE CLASSROOM Abstract Access to classroom technology and professional development does not ensure teachers will use technology in the classroom. According to Kopcha (2012) the availability of technology in classrooms has grown, yet a majority of teachers still report-using technology most frequently for non-instructional tasks such as administrative work and communication with peers. This case study research describes the experience of three teachers who participated in a TPACK focused professional development workshop designed to improve their understanding of how to effectively use technology to teach social studies and whether participation in the workshop influenced teachers’ technology efficacy and their TPACK while looking closely at why some teachers more readily adopt technology than others. The context of this study centered on teacher technology efficacy, as this is a strong indicator of behavior, (Moran & Hoy, 2001; Palak & Walls, 2009; Lee & Tsai, 2010) and the TPACK framework because it serves as a backdrop for discussion related to instructional decisions (Lee, M, & Tsai, C. 2007; Koehler & Mishra, 2009). Findings from this study suggest that participation in the workshop resulted in a positive change in behavior, improved technology self-efficacy, and increased ability to overcome obstacles and barriers associated with classroom technology integration among the participants studied. This information is useful to those engaged in the design of professional development. It further serves to inform social studies teachers on the type of professional development useful for learning how to effectively combine technology, content, and pedagogical strategies in the classroom. The testimony of these cases supports the notion that professional development that is thoughtfully designed, offers content specific materials, while modeling implementation strategies with supported guidance is effective in the influence of teacher’s use of technology in the classroom.