Publication Date

5-2015

Date of Final Oral Examination (Defense)

5-5-2015

Type of Culminating Activity

Dissertation - Boise State University Access Only

Degree Title

Doctor of Education in Curriculum and Instruction

Department

Curriculum, Instruction, and Foundational Studies

Major Advisor

Jennifer L. Snow, Ph.D.

Major Advisor

Louis S. Nadelson, Ph.D.

Advisor

Kerry Lynn Rice, Ed.D.

Advisor

Dazhi Yang, Ph.D.

Abstract

This study examined the relationship between K12 teachers’ STEM (science, technology, engineering, and mathematics) instructional technology knowledge before and after a four-day professional development summer institute. In 2014, a total of 533 K12 teachers, across six Idaho regional locations, participated in a professional development institute. Through this research, I hoped to determine if STEM-focused professional development led to shifts in teacher instructional technology knowledge and practice, as defined by the TPACK (Technology Pedagogy and Content Knowledge) assessment. My research provides insight into teachers’ perceptions of integrating instructional technology to teaching mathematics and science, which may be useful for informing teacher professional development and the status of teacher instructional technology practices.

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