Professional Development for International Teachers: Examining TPACK and Technology Integration Decision Making

Medha Dalal, Leanna Archambault, Catharyn Shelton

Research output: Contribution to journalArticle

7 Scopus citations

Abstract

This mixed-methods study explored the impacts of a semester-long technology professional development for secondary school international teachers from developing nations around the world. We used (a) a survey approach to examine international teachers' perceived technology integration abilities using the technological pedagogical content knowledge (TPACK) framework and (b) a design task to understand their rationale behind technology integration decisions. As a group (N = 16), international teachers reported increased abilities in all TPACK domains. Qualitative analysis of their rationales revealed that though teachers learned to consider the affordances of technology, technology access issues were pivotal in their choice and use of technology in instruction planning. With education becoming increasingly global, the study has implications for the motivation and design of technology professional development programs for international teachers.

Original languageEnglish (US)
Pages (from-to)1-17
Number of pages17
JournalJournal of Research on Technology in Education
DOIs
StateAccepted/In press - May 11 2017

Keywords

  • international education
  • technology integration
  • technology professional development
  • TPACK

ASJC Scopus subject areas

  • Education
  • Computer Science Applications

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