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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
Supervisory Committee Chair
Jennifer L. Snow, Ph.D.
Supervisory Committee Co-Chair
Louis S. Nadelson, Ph.D.
Supervisory Committee Member
Kerry Lynn Rice, Ed.D.
Supervisory Committee Member
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.
Recommended Citation
Rae, Darcie D., "2014 Stem Professional Development Summer Institute: K12 Teacher Progression Identified In TPACK Assessment" (2015). Boise State University Theses and Dissertations. 956.
https://scholarworks.boisestate.edu/td/956