The perception of teachers’ pedagogy of technology integration: a case study of second‐grade teachers

This study used the Technological Pedagogical Content Knowledge (TPACK) which attempts to identify the nature of knowledge required by teachers for technology integration in their teaching. The purpose of this study was to understand elementary teacher’s pedagogical beliefs and identify practices that transform teaching and learning in a technology‐rich K-5th Apple Distinguished Elementary School. Using surveys, observations, and interviews, the TPACK Framework was used to see if teachers integrated technology into their teaching based on their knowledge. The themes that emerged from the study included: technology positively influenced the quality of student‐centered instruction, second‐grade teachers had a positive outlook toward technology integration, imaginative leadership fostered building capacity from within, and the school fostered a culture of collaboration and ongoing professional development that supported technology integration. At Waterfront Elementary, it appeared that a solid foundation of pedagogy and content were a focus, and technology was intertwined in teaching and learning in thoughtful and meaningful ways. This study begins to bridge a gap between teachers and technology integration in their classrooms. It also assists schools to become successful in integrating technology and contributes to a growing approach to fostering technology integration and ultimately leading to a more productive classroom environment.