First Advisor

Williams, Mia K.

Document Type

Dissertation

Date Created

12-1-2016

Department

College of Education and Behavioral Sciences, Educational Technology Programs, Ed Tech Student Work

Abstract

Current literature showed there is a need to help faculty improve their iPad integration practices. Using a sequential mixed-methods design, the researcher explored the relationship among faculty’s iPad integration levels, their teachers’ knowledge (TPACK), and pedagogy among faculty members who had integrated iPads into their teaching for at least two semesters. The data were collected with a cross-section questionnaire, follow-up interviews and artifacts. Responses were collected respectively with the three sections of the questionnaire: iPad Usage (N=160), TPACK (N=151), and demographics (N=147). Eight participants were interviewed after the survey. The results indicated TPACK and learning-centered pedagogy were necessary but insufficient conditions for the transformation levels of iPad integration. Technology itself might not bring a pedagogical shift. Learning to teach with technology could be a catalyst that triggers changes in teaching practices. However, the teacher must act as the agent for these changes. The results of this study could be informative to faculty who hope to improve their own iPad integration levels, or faculty developers and administrators to determine more effective ways to support iPad integration in their institutions.

Keywords

Instructional Technology, iPad Integration, Mobile Learning, Pedagogy, Teachers' Knowledge, Technolgoy Integration

Extent

217 pages

Local Identifiers

Wang_unco_0161D_10530

Comments

Fall 2016 Graduate Dean's Citation for Outstanding Thesis, Dissertation, and Capstone

Rights Statement

Copyright belongs to the author.

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