Teaching with Technology: A Quantitative Analysis of the Impact of Contextual Factors.
Saved in:
| Title: | Teaching with Technology: A Quantitative Analysis of the Impact of Contextual Factors. |
|---|---|
| Authors: | Greene, Moe1 (AUTHOR) moe.greene@fulbrightmail.org, Jones, Monty1 (AUTHOR) |
| Source: | CALICO Journal. 2025, Vol. 42 Issue 2, p215-235. 21p. |
| Subject Terms: | *Pedagogical content knowledge, *Educational technology, *English teachers, *Education & training services industry, Digital technology, Quantitative research, Cultural capital |
| Geographic Terms: | United States |
| People: | Bourdieu, Pierre, 1930-2002 |
| Abstract: | Technological pedagogical content knowledge (TPACK) has been defined in terms of the knowledge required for effective and pedagogically sound technology integration. However, several limitations have been documented regarding the ability of this framework to explain the connections between the complexities of English language teachers' contextual factors and their technology integration knowledge. This quantitative study advances current literature by opening a discussion on a more complex notion of context that includes teachers' subjective contextual variables. It draws on the work of Bourdieu (1977) to explain the complex network of contextual and circumstantial influences. A non-experimental quantitative design, along with a hierarchical multiple linear regression analysis, was conducted in this study. The data were collected from 139 English language teachers in accredited English language programs at the university level in the United States. The results indicate that contextual variables were significant predictors of TPACK (F = 4.150, p < 0.001). The findings have implications for theory, practice, and future research. [ABSTRACT FROM AUTHOR] |
| Copyright of CALICO Journal is the property of University of Toronto Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
|
Full text is not displayed to guests.
Login for full access.
|
|
| Abstract: | Technological pedagogical content knowledge (TPACK) has been defined in terms of the knowledge required for effective and pedagogically sound technology integration. However, several limitations have been documented regarding the ability of this framework to explain the connections between the complexities of English language teachers' contextual factors and their technology integration knowledge. This quantitative study advances current literature by opening a discussion on a more complex notion of context that includes teachers' subjective contextual variables. It draws on the work of Bourdieu (1977) to explain the complex network of contextual and circumstantial influences. A non-experimental quantitative design, along with a hierarchical multiple linear regression analysis, was conducted in this study. The data were collected from 139 English language teachers in accredited English language programs at the university level in the United States. The results indicate that contextual variables were significant predictors of TPACK (F = 4.150, p < 0.001). The findings have implications for theory, practice, and future research. [ABSTRACT FROM AUTHOR] |
|---|---|
| ISSN: | 07427778 |
| DOI: | 10.3138/calico-2024-0010 |
