Date of Award
Doctor of Education (EdD)
Curriculum & Instruction
Dr. Karin Ann Lewis
Dr. Javier Cavazos
Dr. Laura Jewett
This dissertation is in response to Garrett’s (2014) dissertation on “A Quantitative Study of Higher Education Faculty Self-Assessments of Technological, Pedagogical, and Content Knowledge (TPaCK) and Technology Training” which has been the inspiration and guide throughout the design of this study. The purpose is to assess the perceptions of tenure and non-tenure faculty on technological, pedagogical, and content knowledge (TPaCK) at a recently established university in Texas. More specifically, this study compared and contrasted the technological, pedagogical, and content knowledge (TPaCK) of faculty use of technology tools in face-to-face, blended learning and online environments as methods to enhance learning based on academic college, academic ranking, academic status, years of experience and gender.
This quantitative study uses the HE-TPaCK survey developed by Garrett (2014) to collect and analyze data around technological, pedagogical, and content knowledge using descriptive statistics and multiple regression analysis. The results showed a significant difference (p < .007) in academic college and academic status in the domain of pedagogy knowledge (PK) and technology pedagogy knowledge (TPK). Overall, the results provide implications to drive future professional development at the university, adds to the discourse around the conceptual framework of TPaCK as well as validate the use of the HE-TPaCK instrument. In addition to implications for the institution and research, this work provides insight to policy makers in regards to incentives and institutional support that would promote the use of technology for the purpose of instruction.
Hruska, Jessica Daniell, "Investigating Faculty Perceptions of Technological Pedagogical, and Content Knowledge (TPaCK) at a Newly Established University" (2018). Theses and Dissertations. 302.