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Dissertations / Theses on the topic 'Teachers' integration of technology in teaching'

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Published: 2 June 2025

Last updated: 31 July 2025

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1

Soderquist, Geraldine Lee. "Teacher professional development in technology integration." CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2402.

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The purpose of this project was to design, create, and produce a web site for teachers that instructs them on the creating, developing and sharing of Web Quests. Web Quests utilize the wealth of information on the internet to provide a means of moving the teacher away from lecturer and toward facilitator.

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2

Hovland, Jana A. "Elementary Teachers' Practices and Self-Efficacy Related to Technology Integration for Teaching Nutrition." Ohio University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1478697136860537.

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3

Coward-Vaughn, Valerie. "Elementary Teachers' Experiences Integrating Technology with Literacy Instruction." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/4915.

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Elementary educators at the urban elementary school in this study struggled with technology-enhanced literacy pedagogy to increase student success. The purpose of this case study was to examine the extent to which educators built relationships between technology and teaching to improve student success. The study was guided by Venkatesh's unified theory of acceptance which was used to examine how educators accept and use technology in literacy instruction. The research questions examined teachers' perceptions of how they can build better relationships with technology and teaching to enhance stu

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Rashotte, Angela L. "Resistance to technology integration in elementary teaching by the technologically proficient classroom teacher." Thesis, McGill University, 2004. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=83144.

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The Quebec Ministry of Education has implemented curriculum reforms that emphasize the integration of information technology into classroom teaching practices. Despite these efforts, however, many teachers appear to resist using computers in their classrooms. Some of these resistors are technologically literate! The purpose of this qualitative study is to better understand the reluctance of the technologically-literate teachers (with two to three years of experience) to integrate technology into their teaching practices.<br>The six teachers participating in this study completed question

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Anglin, Marie Simone. "Technology Integration by General Education Teachers of English Language Learners." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4267.

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There is a growing population of English language learners (ELLs) in elementary schools across the United States, and a current academic achievement gap between ELLs and non-ELLs. Researchers have found that integration of Web 2.0 tools has benefitted ELLs in language learning settings, outside of the general classroom. The research problem addressed in this study, based on TPACK, explored general education teachers' experiences with integrating Web 2.0 technology to support academic language acquisition by ELLs and revealed the successes and challenges the teachers encountered. The 6 female p

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Sjönvall, Josefin. "Interactive Whiteboards : English teachers’ integration of the IWB in English Language Teaching." Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-43386.

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The interactive whiteboard is a fairly recent technical device, which has become an increasingly important teaching aid. The interactive whiteboard is supposed to have a positive impact on English Language Teaching, due to its interactivity and the unlimited opportunities it creates for language teaching. However, findings still show that the interactive whiteboard is used more as a traditional whiteboard to write and show information on rather than as an interactive teaching and learning device. This study seeks to investigate English language teachers’ integration of the IWB in ELT. A qualit

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7

Waseela, Aminath. "Teachers' TPACK and technology integration in teaching and learning: A case study in the Maldives." Thesis, Queensland University of Technology, 2022. https://eprints.qut.edu.au/230501/1/Aminath_Waseela_Thesis.pdf.

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This explanatory mixed-method study investigated Maldivian lower secondary teachers' TPACK perceptions and integration of digital technologies in their classrooms. Data gathered using surveys (n=485), interviews, and document artefacts showed that teachers had a high perception of the TPACK constructs and mostly adopted digital technologies for teacher-centred pedagogical practices of knowledge transmission that supported lower-order cognitive goals. Several contextual factors influenced their technology integration efforts. Based on the findings, a model for teachers' integration of digital t

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8

Baron, Elizabeth Mary. "The role of teacher cognition in the integration of technology into English teaching: a case study." Thesis, Rhodes University, 2011. http://hdl.handle.net/10962/d1003637.

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Technology, in one or more of its various forms, is now a part of everyday life for most South African citizens. Many schools are equipped with various forms of technology, at great cost to sponsors, schools, parents or the government. However, this technology is not always exploited and full use is not made of it. As access is not the issue, other factors needed to be considered: in this case, teachers’ beliefs, attitudes and knowledge. This thesis explores the cognitive factors which affect the acceptance and use of technology. Teacher cognition and the factors which influence teacher cognit

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Southall, Sarah Parker. "DIGITAL NATIVE PRESERVICE TEACHERS: AN EXAMINATION OF THEIR SELF-EFFICACY BELIEFS REGARDING TECHNOLOGY INTEGRATION IN CLASSROOM SETTINGS." VCU Scholars Compass, 2012. http://scholarscompass.vcu.edu/etd/2824.

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The purpose of this mixed-method study was to investigate digital native preservice teachers’ self-efficacy beliefs regarding their technology experiences and skills at the beginning and at the end of their field placement semester. Digital natives, as defined by Prensky (2001), are students born after 1980 who have been raised with digital media and spend a great deal of time engaging with digital devices. Factors that could impact changes in these participants’ technology integration self-efficacy beliefs were also analyzed. This study used pre- and post-surveys, face-to-face interviews with

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Leung, Kin Ping. "Effects of Professional Development on Teachers' Integration of ICT in Teaching in Hong Kong." Thesis, Queensland University of Technology, 2004. https://eprints.qut.edu.au/16079/3/Kin_Ping_Leung_Thesis.pdf.

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This study produced a theoretically grounded model of professional development suited for supporting teachers in Hong Kong to embed Information and Communication Technologies into the Primary School Curriculum. The model was developed and tested over two years through an intervention based on participatory action research involving school staff and the researcher as a critical friend. The model was tested through the analysis of extensive qualitative and quantitative analysis of teacher behaviours and curricular documents. Teachers' beliefs and practices were found to change significantly duri

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11

Leung, Kin Ping. "Effects of Professional Development on Teachers' Integration of ICT in Teaching in Hong Kong." Queensland University of Technology, 2004. http://eprints.qut.edu.au/16079/.

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This study produced a theoretically grounded model of professional development suited for supporting teachers in Hong Kong to embed Information and Communication Technologies into the Primary School Curriculum. The model was developed and tested over two years through an intervention based on participatory action research involving school staff and the researcher as a critical friend. The model was tested through the analysis of extensive qualitative and quantitative analysis of teacher behaviours and curricular documents. Teachers' beliefs and practices were found to change significantly duri

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12

Nelson, Michael Jay. "The Effects of Classroom and Field Experiences with Technology on Preservice Teachers’ Beliefs and Teaching Practices." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1585946911420285.

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13

HALL, BETTIE C. "Investigating the Relationships Among Computer Self-Efficacy, Professional Development, Teaching Experience, and Technology Integration of Teachers." University of Cincinnati / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1211466285.

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Moody, Brendon Dean. "Educator Preparation Provider Training and Technology Integration." University of Findlay / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=findlay1565163638160558.

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Rathsack, Carrie E. "A Profile of Early 21ST Century Teachers of Northwest Ohio: The Relationship Between Teachers' Technology Integration and Leadership Practices." Bowling Green State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1332162529.

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16

Durodolu, Mercy. "Foundation phase teachers’ experiences in integrating Information Communication Technology (ICT) into language learning and teaching at Uthungulu District schools." Thesis, University of Zululand, 2016. http://hdl.handle.net/10530/1620.

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A dissertation submitted to the Faculty of Education in fulfillment of the requirements for the award of the Degree of Master of Education (Early Childhood Education) in the Department of Foundations of Education at the University of Zululand, 2016<br>The increase in the use of Information Communication Technology (ICT) has caused a remarkable transformation in the field of education in the 21st century. This transformation has led to the restructuring of school curricula to incorporate ICT in order to equip teachers with the necessary tools to enhance achievement. The ability to read and wr

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17

West, Richard Edward. "Using Live Modeling to Train Preservice Teachers to Integrate Technology into Their Teaching." Diss., CLICK HERE for online access, 2005. http://contentdm.lib.byu.edu/ETD/image/etd786.pdf.

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18

Khabele, Teboho. "The integration of environmental education with technology education : an investigation into teacher training and teacher practice." Thesis, Peninsula Technikon, 2003. http://hdl.handle.net/20.500.11838/1934.

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Thesis (MTech (Education))--Peninsula Technikon, 2003<br>This research study is mainly based on the third learning outcome for Technology Education which requires the learners to be able to demonstrate an understanding of interrelationships between science, technology, society and the environment. The purpose of the study is to investigate how Technology Teacher Training Programmes incorporate environmental aspects into technology education and how Technology educators facilitate learning in order to meet environmental requirements that are expressed as learning outcome 3 for Technology

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19

Draper, Kim. "Understanding science teachers’ use and integration of ICT in a developing country context." Thesis, University of Pretoria, 2010. http://hdl.handle.net/2263/26687.

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Information and communication technology (ICT) has infiltrated society to the point of becoming essential to much of its everyday functioning. People rely on ICT to communicate, access information, and stay connected in an increasing globalised community. In many developed countries, ICT is now strongly featured in education for teaching and learning. In South Africa, as in other developing or partly developed countries, ICT use in education remains limited. This research was conducted to explore and understand how those South African science teachers who have access to ICT use it when they te

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Ritter, Rhonda LeDoux. "The Relationship of Career and Technical Education Information Technology Teachers' Technology Self-Proficiency to Levels of Technology Integration, Prior Work Experience, Years of Teaching Experience, and Stage of Adoption of Technology." Thesis, University of North Texas, 2016. https://digital.library.unt.edu/ark:/67531/metadc849653/.

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The focus of this study is to determine the relationship between a Career and Technical Education (CTE) Information Technology (IT) teacher's self-assessed level of technology proficiency to the level of technology integration into the classroom, the prior work experience in the information technology field, the years of teaching experience, and the stage of adoption of technology. Participants were CTE IT teachers who were members of an IT teacher listserv that was established by the UNT Grant for Educational Excellence from the Texas Education Agency/CTE and teaching in Grades 9-12 in the st

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Pulham, Emily Bateman. "K-12 Blended Teaching Competencies." BYU ScholarsArchive, 2018. https://scholarsarchive.byu.edu/etd/8793.

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This dissertation centers on competencies for K-12 online and blended teaching. Article 1, published in Distance Education, is the literature review, which compares K-12 online and blended teaching competencies. We found that online and blended teaching share personalization as the most salient competency, but that blended teaching competencies emphasize pedagogical skill sets and online teaching competencies emphasize managing the online course. Article 2, published in the Journal of Online Learning Research, is an analysis of selected literature from Article 1, which analyzes the modality in

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Maninger, Robert M. "The Effects of Technology Integration Techniques in Elementary Mathematics Methods Courses on Elementary Preservice Teachers' Computer Self-Efficacy, Software Integration Confidence, and Lesson Planning." Thesis, University of North Texas, 2003. https://digital.library.unt.edu/ark:/67531/metadc4307/.

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The purpose of this study was to demonstrate the effect of computer technology integration techniques on preservice teachers' feelings of computer self-efficacy and feelings of confidence in software integration. It was also the purpose of this study to interpret these preservice teachers' confidence in using computer technology integration techniques in their own planning and instruction during student teaching. The participants in this study were from two intact, non-randomly-formed classrooms. They were 27 preservice teachers enrolled in the College of Education at a university in north cen

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23

Alemtairy, Ghader M. A. S. B. "Instructional Considerations to Promote Technology Integration Skills and Knowledge Transfer from Instructional Technology Courses at Kuwait University into Classroom Teaching: A Design and Development Study." Diss., Virginia Tech, 2020. http://hdl.handle.net/10919/97917.

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In order to address the problem of newly hired teachers' failure to transfer technology integration knowledge and skills, this study used a developmental research approach in which, factors of knowledge transfer were operationalized through using The First Principles of Instructions (Merrill, 2002) to form a set of instructional considerations to promote the transfer of technology integration knowledge and skills from the learning setting to the application setting. A panel of expert reviewers from Kuwait and United states validated these considerations and led the revisions process. This stud

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Du, Plessis André. "The introduction of cyberhunts as a teaching and learning strategy to guide teachers towards the integration of computer technology in schools." Thesis, Nelson Mandela Metropolitan University, 2010. http://hdl.handle.net/10948/1210.

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This study, which is based on a computer literacy teacher development programme that included introducing the teacher participants to the Internet, investigated whether the development of teacher ICT skills through the design of cyberhunts in a learning-as-design context, has the potential to promote the critical and developmental outcomes which form the basis of the South African National Curriculum Statement (NCS) and Draft White Paper on e-Education. The research was conducted within the post-positivist paradigm underpinned by a critical realist position and made use of qualitative and quan

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Tweed, Stephanie Renee. "Technology Implementation: Teacher Age, Experience, Self-Efficacy, and Professional Development as Related to Classroom Technology Integration." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etd/1109.

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The purpose of this quantitative study was to identify the combination of factors that pertain to the implementation of new technologies in the classroom. Specifically, the study was an analysis of the age of the teacher, years of teaching experience, quality of professional development, and teacher self-efficacy as defined by Bandura (1997) to examine the manner in which these factors relate to implementing new technologies in the classroom. Participants in this study were located in 2 different school districts in East Tennessee. All data were collected through an online survey distributed t

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26

Pitre-Jasko, Nancy Ellen. "Focus on school improvement: A planning and implementation guide for effective technology integration." CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1755.

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Maynard, Julie Ann. "Transformational Teaching & Learning Modeled in a Flipped Classroom Environment." The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1555355104583446.

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28

Attia, Mariam Mohamed. "Teacher cognition and the use of technology in teaching Arabic to speakers of other languages." Thesis, University of Manchester, 2011. https://www.research.manchester.ac.uk/portal/en/theses/teacher-cognition-and-the-use-of-technology-in-teaching-arabic-to-speakers-of-other-languages(74dd167b-9da6-4e00-b6c0-cb2e7be3e782).html.

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This study investigates teacher cognition and technology use within a context of teaching Arabic to speakers of other languages. Specifically, teacher cognition is examined in relation to early learning experiences, teacher education, classroom practice, and work environment. Following a case study approach, three in-service teachers have been selected to represent different perspectives on using Information and Communications Technology (ICT) in language instruction. Findings suggest that teachers’ cognitions about teaching and learning, and about themselves as Arabic language professionals,

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Byrd, Nijia. "Technology-Based Professional Development for Teaching and Learning in K-12 Classrooms." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4047.

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In an urban Georgia school district, teacher satisfaction surveys revealed that technology-based professional development was not equipping teachers with the skills or support needed to implement technology into their teaching practices. The purpose of this mixed-methods case study was to explore teachers' experiences and perceptions of technology-based professional development and its effect on self-efficacy. Guided by Piaget's constructivist theory, this study was based on the perspective that teachers often construct knowledge rather than gain it. Guiding questions explore the experiences t

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Royal, Joy. "Are They Ready? a Multi-case Study of Traditional and Innovative Texas Teacher’s Perceptions of 21St Century Skills in Teaching and Learning." Thesis, University of North Texas, 2012. https://digital.library.unt.edu/ark:/67531/metadc115150/.

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The 21st century is now in the second decade and the need for 21st century skills is discussed at all levels of education as necessary for student success in the future. Federal, state, and districts are addressing this need and have written technology plans to address 21st century skills needed. the purpose of this dissertation is to contribute to the knowledge of 21st century educational technology. the data includes seven recorded interviews from two separate research projects covering two models of education as teachers discuss teaching, learning, and technology. the data studied determine

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Warner, Barbara Jean. "A description and analysis of the Sacramento Model Technology Schools: The first four years." Scholarly Commons, 1993. https://scholarlycommons.pacific.edu/uop_etds/2943.

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The purpose of this study was to identify the strategies necessary and the problems encountered in integrating technology into the educational environment on a large scale basis. Using the methods of qualitative research, specifically an adaptation of educational criticism, the study described and analyzed the first four years of implementation of the Sacramento Model Technology Schools (MTS). Data used in this study came from historical documents, the memories of the Project Director, and the information gathered in guided interviews with 33 representatives of the key stakeholders in the proj

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Georganta, Angeliki. "Integrating new technologies in university second language instruction : teachers' perspectives." Thesis, McGill University, 2003. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=79941.

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This study explores the relationships among technology, language literacy and instruction in University Continuing Education Institutions. Adult second language education strives to update media resources in an information era in which literacy encompasses the abilities to communicate both in different languages and in a variety of media across disciplines.<br>The main assumption underlying this study is that teaching adults to use language in an era in which networks and multimedia are major components, is a challenging task and responsibility. Instructional implications of literature

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Le, Mai Xuan. "Lecturers’ Adoption and Integration of Information and Communication Technology in English Teacher Education at Two Universities in the Mekong Delta, Viet Nam." Thesis, The University of Sydney, 2015. http://hdl.handle.net/2123/14995.

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This qualitative comparative case study aims to investigate lecturers’ perspectives on ICT (Information and Communication Technology) mandatory use by the government in Viet Nam. The study explored the current conditions of ICT use for English teacher education at two institutions in the Mekong Delta, the lecturers’ responses to ICT and the factors that influence the adoption and implementation of ICT into their teaching. The findings helped create a framework to guide the process of ICT adoption and implementation in English teacher education in similar contexts. Forty-four lecturers of Engli

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Castañeda, Imelda R. "Teacher Perceptions of Effects of Professional Development on Teaching Practice and Student Learning." University of Cincinnati / OhioLINK, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1022685935.

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Hastings, Tricia A. "Factors that Predict Quality Classroom Technology Use." Bowling Green State University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1257194863.

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Latio, Gambu Wani. "Examination of Factors that Influence Computer Technology Use for Classroom Instruction by Teachers in Ohio Public High Schools." Ohio University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1236265376.

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De, Sousa Luiza Olim. "The integration of digital video discs (DVDs) and multimedia in the learning area social sciences / L.O. de Sousa." Thesis, North-West University, 2008. http://hdl.handle.net/10394/2304.

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Maholwana-Sotashe, Nikiwe Laura. "Challenges faced by secondary school teachers in integrating ICT into the curriculum: a multiple case study in the Grahamstown Circuit." Thesis, Rhodes University, 2008. http://hdl.handle.net/10962/d1003326.

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The integration of Information and Communication Technology (ICT) into the curriculum has become the major issue worldwide. The education system does not only pursue the integration of ICT into the curriculum because of its popularity in the market system, but because of the role it is perceived to play in the changing curriculum (encourages active construction of knowledge). According to White Paper 7 e-Education policy (2004:17) every South African learner should be able to use ICTs confidently and creatively to develop the skills and knowledge they need to achieve personal goals and to be f

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Clarke, Lyndwill. "The information and communication technology infrastuctures in public schools in the Western Cape : a case study." Thesis, University of the Western Cape, 2010. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_3043_1298880204.

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<p>This mini-thesis attempts to explain the Information and Communications Technology (ICT) infrastructure in public schools in the Western Cape. The mini-thesis uses the case study as research design to explore aspects such as the motivation for using ICT, funding models, infrastructure models, ICT curriculum integration and teacher development. In order to gather data on the above, interviews and observations are used as research tools. The study begins with the exploration of the history of ICT infrastructure in South African schools and subsequently an international perspective is added th

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40

Noonan, Andrea. "Middle School Teachers' Technology Integration." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5916.

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Although school districts have invested heavily in technology for teachers and students, the problem of inconsistent technology integration permeated a local school district. In order to create a 21st century learning environment for students, teachers must integrate technology with curriculum and evidence-based teaching practices. The purpose of this case study was to investigate current middle school teachers' technology integration in a suburban school district in North Dakota, Midwest Public Schools (pseudonym). Technological Pedagogical Content Knowledge (TPACK) was used as a conceptual f

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Thomas, Alison Rebecca. "Sidetracks in remote digital teaching – Facilitating a sense of presence, closeness and immediacy in times of physical distancing." Thesis, Malmö universitet, Fakulteten för kultur och samhälle (KS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-22163.

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With the aim of designing tools, processes and means to support secondary school teachers in maintaining a sense of presence, closeness and immediacy when interacting with their pupils remotely in rapidly appropriated digital learning environments due to Covid-19, this thesis examined the meaning, importance and possibilities of creating a sense of presence, closeness and immediacy in remote digital teaching.The process was based on research for design, encompassing literature study, field research and methods of interaction design to reach conclusions on meaningful tools, processes and means

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James, M. Lovetta Wildemuth Barbara M. "Middle school teachers' understanding of technology integration." Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2009. http://dc.lib.unc.edu/u?/etd,2778.

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Thesis (Ph. D.)--University of North Carolina at Chapel Hill, 2009.<br>Title from electronic title page (viewed Mar. 10, 2010). "... in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the School of Information and Library Science." Discipline: Information and Library Science; Department/School: Information and Library Science, School of.

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Fitzgerald, Andrew T. "Supporting teachers' integration of technology with e-learning." Thesis, California State University, Long Beach, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1603340.

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<p> Teachers need training to integrate technology into classroom curriculum, activities, and pedagogy. The adoption of the Common Core State Standards and statewide computer based assessments, coupled with technology’s rapid rate of innovation and change, has only increased the need to help support teachers’ development of these necessary skills. The purpose of this project was to create an online-based e-learning professional development training module for teachers to develop their technological, pedagogical, and content knowledge (TPACK) and skills. The design of the trainin

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Hedberg, Henry E. "Technology integration professional development for teachers strategies for action /." [Denver, Colo.] : Regis University, 2008. http://165.236.235.140/lib/HHedberg2008.pdf.

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Perkmen, Serkan. "Factors that influence pre-service teachers' technology integration performance." [Ames, Iowa : Iowa State University], 2008. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3310804.

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France, Robert J. "The relationship between technology training and technology integration by technology education teachers in Wisconsin." Menomonie, WI : University of Wisconsin--Stout, 2004. http://www.uwstout.edu/lib/thesis/2004/2004francer.pdf.

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Warr, Melissa C. "Teachers' Adoption of Learner-Centered Technology." BYU ScholarsArchive, 2016. https://scholarsarchive.byu.edu/etd/6569.

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In this thesis, I describe research on teachers' experiences with learner-centered technology. Specifically, this research investigated teachers' experiences with adoption of the learner-centered tools available from Imagine Learning, an online elementary school literacy program. This thesis includes an extended literature review describing learner-centered classrooms, technology integration, and models of technology adoption, followed by a journal-ready article that describes teachers' experiences throughout the process of adopting Imagine Learning. Finally, I provide a description my experie

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Swiger, Sha Li. "Technology Use and Integration by Six Sheltered-Instruction Trained Teachers." University of Akron / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=akron158928744067648.

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Partin-Harding, Melissa C. "Innovative Teaching Strategies: Teaching Art Photography In The Digital World." Bowling Green State University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1308282675.

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Hunter, Jane. "Exploring technology integration in teachers' classrooms in NSW public schools." Thesis, 2013. http://handle.uws.edu.au:8081/1959.7/534941.

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This thesis took the TPACK framework (Mishra and Koehler, 2006) as its theoretical starting point and posed the question: how do a group of exemplary teachers conceptualise their knowledge of technology integration in education contexts? The research was a series of purposeful, intensive case studies of four teachers in Stages 1-5 classrooms (approximate ages 6-16 years) in different school sites. The study found that the teachers‟ knowledge of technology integration is constructed on theory (T), creativity (C), public learning (P), life preparation (L) and contextual accommodations (C). These

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