Examining the TPACK framework through the convergent and discriminant validity of two measures

Examining the validity of the technological pedagogical content knowledge (TPACK) framework for preservice chemistry teachers

“…This may also help address others' (e.g., Archambault & Barnett, 2010;Cox & Graham, 2009) concern on the unclear boundaries of the TPACK components. However, such finding was not aligned with other studies (e.g., Hofer & Grandgenett, 2012;Kopcha et al, 2014) that reported unsatisfactory convergent and discriminant validity. For example, despite using instruments and analytic approaches similar to Kopcha et al's study, opposite findings were noticed.…”

“…Furthermore, as noted above, some researchers (e.g., Agyei & Keengwe, 2014;Hofer & Grandgenett, 2012;Kopcha et al, 2014) emphasised the validation of TPACK across multiple measures. In some sense, their work at least implicitly suggested the importance of another type of validity, predictive validity, meaning the extent to which the measures concerned can be used to infer or predict certain related behaviours or performance (Christensen, 2004).…”

“…As Chai et al (2016) suggested, developing appropriate tests and rubrics for evaluating teachers' TPACK-in-action other than their self-report of TPACK deserves more attention from researchers. Similarly, some researchers (e.g., Abbitt, 2011;Koehler, Shin, & Mishra, 2012;Kopcha et al, 2014) also proposed that future research should place more emphasis on measuring the processes of TPACK construction (enacted TPACK), which may require other measures such as content and discourse analyses of teachers' design talk, authentic tasks, reflection, portfolios, and other teaching artifacts.…”

“…Similarly, some researchers tended to establish convergent and discriminant validity through the cross-validation among different measures such as survey, lesson plans, and interviews (e.g., Cavanagh & Koehler, 2013;Hofer & Grandgenett, 2012). Relevant studies were guided by two assumptions (Kopcha et al, 2014;Trochim & Donnelly, 2008): (a) since different measures were built from the same TPACK framework, similar TPACK dimensions should be strongly related (e.g., a high score on TCK on one measure should correspond with a high score on TCK on another measure); and (b) dissimilar dimensions should be mutually exclusive from one another (e.g., a TCK score on one measure should emerge more distinctly from a TPACK score on the same or similar measure).…”

Examining pre-service teachers’ design capacities for web-based 21st century new culture of learning

“…Various models of supporting teachers' TPACK development include Angeli and Valanides's (2009) technology mapping, Kramarski and Michalsky's (2010) self-regulated approach that builds on and enhances the technology mapping models and Tee and Lee's (2011) problem-based design approach. Although these studies have reported impressive outcomes about teachers' abilities in integrating ICT in general, less is known about their ability to design ICT-integrated lessons that specifically promote 21st century competencies (Kohen & Kramarski, 2012;Kopcha et al, 2014;Lee & Kim, 2014). Educational technology courses focusing on teachers' abilities to design lessons for 21st century learning are pertinent, yet such a focus has been identified as a gap in TPACK research (Koehler, Mishra, Kereluik, Shin, & Graham, 2014;Koh et al, 2015;Voogt, Knezek, Cox, Knezek, & Brummelhuis, 2013).…”