[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-603225-105":59,"doc-detail-603225-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","factors-impacting-teacher-technology-knowledge-and-implementation-in-k-12-classrooms-study-abstract-and-findings","FACTORS IMPACTING TEACHER TECHNOLOGY KNOWLEDGE AND IMPLEMENTATION IN K-12 CLASSROOMS - study abstract and findings","","This study examines teacher technology knowledge and technology implementation in K-12 classrooms, addressing a gap in quantitative research on in-service teachers’ practices aligned with ISTE Standards for Educators. Using TPACK and the Teacher Preparation Technology Inventory (TPTI), self-reported data were collected from teachers in an economically diverse Southern California district. One-way MANOVAs, ANOVAs, and regression analyses assessed demographic factors such as years of experience and grade level, revealing practices below ISTE expectations. Lower elementary teachers and teachers with 16+ years implemented technology less effectively, while TPACK knowledge was the strongest factor, highlighting needs for improved professional learning and pre-service preparation.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/factors-impacting-teacher-technology-knowledge-and-implementation-in-k-12-classrooms-study-abstract-and-findings/603225/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/factors-impacting-teacher-technology-knowledge-and-implementation-in-k-12-classrooms-study-abstract-and-findings/603225.png","ImageObject",300,407,{"name":92,"@type":93},"moss~","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-16","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":8},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Which framework guides the study of teacher technology knowledge and implementation?","Question",{"text":112,"@type":113},"The study uses Technological Pedagogical Content Knowledge (TPACK) and the Teacher Preparation Technology Inventory (TPTI) to examine how teachers’ knowledge relates to implementation in K-12 classrooms.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What demographic factors were analyzed in relation to technology implementation?",{"text":117,"@type":113},"The analyses examined factors such as years of experience and the grade level taught, using methods including one-way MANOVAs, ANOVAs, and regression.",{"name":119,"@type":110,"acceptedAnswer":120},"What most strongly influenced appropriate technology use in the findings?",{"text":121,"@type":113},"TPACK knowledge had the most significant influence on appropriate technology use, surpassing years of experience.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},603225,1792109872,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":8,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},962090895452,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","FACTORS IMPACTING TEACHER TECHNOLOGY KNOWLEDGE AND IMPLEMENTATION IN K-12 CLASSROOMS  \nDANIELLE WEINSTEIN  \nAlvord Unified School District, Riverside, California, U.S.A.  \nCAITLIN RIEGEL  \nDaemen University, U.S.A.  \nABSTRACT  \nThis study provides insight into teacher technology knowledge and implementation inK-12 classrooms, addressing a gap in quantitative research of in-service teachers’practices aligned with the International Society for Technology in Education (ISTE) Standards for Educators. Using the Technological Pedagogical Content Knowledge (TPACK) and Teacher Preparation Technology Inventory (TPTI) as a framework, self-reported data were collectedfrom teachers in an economically diverse Southern California school district. Analyses, including one-way MANOVAs, ANOVAs, and regressions, examined demographic factors such as years of experience and grade level taught in their relationship to technology implementation. Results revealed practices well below the expectations of the field and the standard set by ISTE for appropriate technology implementation. Lower elementary (K-3) teachers demonstrated less appropriate technology use compared to other grade levels; and teachers with 16+ years of experience implemented technology less effectively than those with 15 or fewer years. The most significant factor influencing appropriate technology use, surpassing years of experience, was TPACK knowledge. From the educational planning perspective, these findings highlight a needfor improved professional learning in TPACK among inservice teachers and pre-service preparation programs. The results also underscore the importance of establishing national technology standards to prepare students for college and careers. This study serves as a reflective tool for educators and a guide for policymakers to enhance technology integration in both pre-service and in-service education.  \nINTRODUCTION  \nWith the demand for STEM related careers projected to increase at more than twice the rate of non-STEM related careers in the next decade (U.S. Bureau of Labor and Statistics, 2021), and the Executive Order released in 2025 to leverage Artificial Intelligence (AI) as a means to spur economic growth as well as a means to increase national security (Exec. Order No. 14,179, 2025) it follows that technology, the driving force behind the growth, must be leveraged appropriately in K-12 classrooms. Although the need for effective technology integration is supported by the United States Department of Education’s (2011) mission to prepare students to be college and career ready, as well as post-pandemic literature (Huck & Zhang, 2021; Schmitz et al., 2022; Winter et al., 2021), the current educational system has failed to provide students with the skills needed to compete in the 21st century marketplace. The California Department of Education (2024) published that only 45.5 percent of high school graduates were college and career ready, meaning that more than half of all 2024 graduates were not college or career ready.  \nNoticing the gap in students’ skills and industry needs, many leading tech giants in the private business sector have taken an active role trying to fill the gap in quality technology education (National Education Association, 2019). Although the private sector has worked to address the gap, much of the responsibility falls on the public school system given the historically intertwined nature  \nEducational Planning | Fall 2025 148 Vol. 32, No. 4  \nof education and the economy (Davies & Bansel, 2007; Duncan, 2010; ElMorally et al., 2022; Evans, 2010; Hill & Kumar, 2012; Obama, 2011; Ross & Gibson, 2007; Stone & Lewis, 2012) . Over the years, public education has been held accountable for implementing initiatives based on societal needs in the United States. It is vital for students to be college and career ready so that“citizens of the United States would be prepared to contribute to the nation’s defense requirements and to participate and","cbCaij8SOMBtYoUT","https://ap.wps.com/l/cbCaij8SOMBtYoUT","pdf",321846,26,"English","# Abstract\n# Introduction\n## STEM demand and national policy context\n## Gaps in student readiness and technology education\n## Teacher preparation, training needs, and AI-driven change","[{\"question\":\"Which framework guides the study of teacher technology knowledge and implementation?\",\"answer\":\"The study uses Technological Pedagogical Content Knowledge (TPACK) and the Teacher Preparation Technology Inventory (TPTI) to examine how teachers’ knowledge relates to implementation in K-12 classrooms.\"},{\"question\":\"What demographic factors were analyzed in relation to technology implementation?\",\"answer\":\"The analyses examined factors such as years of experience and the grade level taught, using methods including one-way MANOVAs, ANOVAs, and regression.\"},{\"question\":\"What most strongly influenced appropriate technology use in the findings?\",\"answer\":\"TPACK knowledge had the most significant influence on appropriate technology use, surpassing years of experience.\"}]","FACTORS IMPACTING TEACHER TECHNOLOGY KNOWLEDGE AND IMPLEMENTATION IN K-12 CLASSROOMS - study abstract and findings | PDF",1792095924,66]