Date of Award

4-2014

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

School of Education

First Advisor

Dr. Scot Headley

Second Advisor

Dr. Ginny Birky

Third Advisor

Dr. Eloise Hockett

Abstract

How useful is the Technological Pedagogical Content Knowledge (TPACK) model in analyzing and explaining teacher effectiveness in the use of technological tools for teaching and learning? One way a researcher can answer this question is to apply the TPACK model to specific cases such as the Christian school environment. As a result, the purpose of this case study was to explore the connections between the use of mobile computing technology, system wide factors that promote successful implementation, and a teacher's technological pedagogical content knowledge (TPACK) on classroom instruction in two K-12 Christian schools in the Central Valley of California. Specifically, profiles of each school were developed utilizing online surveys, classroom observations, review of technology planning documents, personal interviews with the administration, and focus groups of the school staff. Using the data derived from these various sources; a greater understanding was developed regarding the use of mobile computing technology for classroom instruction, system wide factors that promote successful implementation, and changes in the teaching practice of teachers. Implications and ideas for future research were shared regarding the use of mobile technology for K-12 classroom instruction.

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