Exploring the Role of Elementary Teachers' TPACK in the Adoption of 1:1 Computing across Subject Areas

• Published in: International journal of technology in teaching and learning Vol. 17; no. 1; pp. 1 - 17
• Main Authors: Musgrove, Ann, Powers, Jillian, Nichols, Bryan H, Lapp, Susanne
• Format: Journal Article
• Language: English
• Published: International Journal of Technology in Teaching and Learning 2021
• Subjects: Difficulty Level; Educational Technology; Elementary School Teachers; Grade 5; Language Arts; Mathematics Instruction; Pedagogical Content Knowledge; Science Instruction; Social Studies; Technological Literacy; Technology Integration; Technology Uses in Education; Usability; Florida
• ISSN: 1551-2576
• DOI: 10.37120/ijttl.2021.17.1.01

This study examines the role that technological pedagogical content knowledge (TPACK) plays in elementary teachers' adoption of 1:1 computing for instruction across the subject areas of mathematics, science, English language arts, and social studies. In particular, the research explored whether teachers' self-reported TPACK moderated the relationship between teachers' perceived ease of use (PEOU) and perceived usefulness (PU) of 1:1 computing for instruction in each of the subject areas. The results indicated that TPACK was a significant moderator of the relationships between PEOU of 1:1 and whole-class science instruction, individualized science instruction, and individualized mathematics instruction. TPACK was also a significant moderator of the relationship between PU of 1:1 and the use of 1:1 for whole-class science instruction and individualized mathematics. TPACK was not a significant moderator of any of the relationships between PEOU or PU and instruction involving 1:1 in the subjects of English language arts or social studies. These findings suggest that TPACK can strengthen elementary teachers' adoption of 1:1 for instruction in mathematics and science but did not support this notion in English language arts or social studies.