This multiple-case study aimed to investigate the following essential aspects of instructors’ ICT integration in higher education: self... Show moreThis multiple-case study aimed to investigate the following essential aspects of instructors’ ICT integration in higher education: self-reported technological pedagogical content knowledge (TPACK), level of ICT integration, and motivations-challenges to integrate specific ICT tools to teach particular mathematics concepts. Four college math instructors were selected purposefully from four community colleges. The TPACK conceptual framework was adopted through the use of the TPACK-M self-assessment survey to understand the perceived TPACK knowledge of the instructors. The model of Niess et al (2009), which describes the teacher’s level of practical ICT integration in the light of their TPACK, assisted in exploring the way college math instructors used ICT. Data collection involved surveys, semi-structured interviews, and direct classroom observations. Quantitative data was analyzed using descriptive statistics, while Atlas.ti software was applied for qualitative data. The findings showed that the total TPACK-M was rated high, with TPK the lowest among all the constructs. In terms of the ICT integration model, one instructor fitted into the recognizing level, another into the adapting level, and two others into the accepting level. There was a misalignment between the self-reported TPACK knowledge and the in-class level of ICT integration. Instructors need more support in developing practical TPACK abilities via effective PD and activating the “teacher model” to help college math instructors integrate ICT in creative and successful practice. Also, more research in higher education is recommended using a larger sample in the area of designing a TPACK instrument for college math instructors to help capture their perceptions and recognize any gap between what they know and what they do in higher education contexts. Show less
