Contextual influences on science teachers' TPACK levels

Kofi Acheaw Owusu, Lindsey Norma Conner, Chris Astall

Research output: Chapter in Book/Report/Conference proceedingChapterpeer-review

9 Citations (Scopus)


The contextual factors influencing teachers' use of technology as well as teachers' Technological Pedagogical Content Knowledge (TPACK) levels were investigated through multiple embedded case studies of five science teachers who were regular users of technology in their teaching. The case studies reported in this chapter revealed that teachers used technology to support inquiry learning through a wide range of ways in lower levels of high school but mostly to clarify concepts and theories for senior level students. This chapter identified that teachers demonstrated different TPACK levels of expertise and engagement in the use of technology when transferring different types of knowledge from one teaching and learning context to another and for addressing differences amongst learners. The context of assessment driven teaching influences science teachers' TPACK for integrating technology in instruction. The chapter noted that having teachers actively evaluate the effectiveness of the technology on students' learning may help increase teachers' TPACK levels.

Original languageEnglish
Title of host publicationHandbook of Research on Teacher Education in the Digital Age
EditorsMargaret L Niess, Henry Gillow-Wiles
PublisherIGI Global
Number of pages27
ISBN (Electronic)9781466684041, 1466684046
ISBN (Print)1466684038, 9781466684034
Publication statusPublished - 2015
Externally publishedYes


  • Technological Pedagogical Content Knowledge
  • contextual factors
  • teachers' use of technology
  • integrating technology in instruction
  • curriculum content


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