Defense Date


Document Type


Degree Name

Doctor of Philosophy



First Advisor

W. Monty Jones


Despite the pervasiveness of educational technological tools, their potential is generally overlooked. An examination of technology integration literature suggests a gap in understanding why teachers lack the necessary knowledge to successfully integrate technology in their teaching as well as an absence of a robust technology integration theoretical framework. Technological pedagogical content knowledge (TPACK) was developed to explain the specific knowledge needed for effective technology integration. Several limitations, however, have been noted in regards to the ability of this framework to capture the connections between the complexities of teachers’ contexts and their technology integration knowledge. This dissertation advances current literature by opening a discussion on a more complex notion of context that includes teachers’ subjective contextual variables. It draws on the work of Bourdieu to explain the complex network of contextual (field) and circumstantial influences that constitute habitus (dispositions). A nonexperimental quantitative design along with a hierarchical multiple linear regression analysis were conducted. The data were collected from 139 TESOL teachers in English language programs at the university level. The results indicate that disposition variables were significant predictors of the outcome variable TPACK (F= 4.536, p < .001; model 5, F=4.150, p < .001). Study variables produced an R square of .336, which was statistically significant [F (15,123) = 4.150, p < .001]. The R square explained 33.6% of the variance in TPACK. The regression analysis results suggested rejection of the null hypothesis with 95% confidence. The findings have implications for theory, practice and future research.


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