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

Deng, Feng; Chai, Ching Sing; So, Hyo Jeong; Qian, Yu

doi:10.14742/ajet.3508

Cited by 55 publications

(43 citation statements)

References 31 publications

(75 reference statements)

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“…The science teachers' TPACK data was measured using 45 multiple choice test questions. The question indicators were made based on TPACK for 21 st Century Skills instrument (TPACK-21) (Valtonen et al, 2018(Valtonen et al, , 2017 and TPACK survey for Meaningful Learning (Chai et al, 2011;Deng, Chai, So, Qian, & Chen, 2017;Koh, Chai, & Tsai, 2013). The development of this instrument was adjusted to science content and the integration of technology in pedagogically meaningful ways that are by the twenty-first-century skills framework (21 st -century skills framework) (Valtonen et al, 2017).…”

Section: Instrumentsmentioning

confidence: 99%

Moderated effect of teachers’ attitudes to the contribution of technology competencies on TPACK

Yulisman¹,

Widodo²,

Riandi³

et al. 2019

JPBI

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Technological Pedagogical and Content Knowledge (TPACK) can be seen as teacher’s skills and abilitiesin choosing and using technology effectively. However, information about the teacher’s attitudes contribution to technology competencies and science teacher's TPACK is still limited. Therefore, this study aimed to analyze the relationship between teacher's technology competencies and their TPACK as well as the effect of teacher’s attitudes as a moderating effect on relation between these two variables. This survey research used total sampling technique which involved 88 science teachers from junior high school of Kota Banda Aceh. The instruments consisted of questionnaires and multiple-choice test which were distributed directly to the teachers. The data analysis was performed by using the Partial Least Square approach. The results showed that technology competencies have a positive relation to TPACK; likewise, the teachers’ attitudes in technology integration were able to strengthen the positive relation between technology competency and science teacher’s TPACK. Therefore, teacher's attitude is an important factor should be concerned in improving teacher's TPACK.

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Section: Instrumentsmentioning

confidence: 99%

Moderated effect of teachers’ attitudes to the contribution of technology competencies on TPACK

Yulisman¹,

Widodo²,

Riandi³

et al. 2019

JPBI

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“…Although the empirical research based on Mishra and Koehler's (2006) TPACK model has analysed different disciplines, including experimental sciences (Deng, Chai, So, Qian, & Chen, 2017;Jang & Tsai, 2013) or mathematics (Karatas, Piskin Tunc, Yilmaz, & Karaci, 2017), social studies has only been examined by less than 3% of recent studies (Willermark, 2018). This is something that has also affected the assessment of the integration of the digital competence of educators in initial teacher training.…”

Section: Introduction and Literature Reviewmentioning

confidence: 99%

Assessing the digital competence of educators in social studies: An analysis in initial teacher training using the TPACK-21 model

Miguel-Revilla

Martínez-Ferreira

Agustí

2020

AJET

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Fostering the digital competence of educators is a key aspect that can be addressed in initial teacher training. The TPACK model (Mishra & Koehler, 2006) can be complemented with an approach that takes the Digital Competence of Educators framework (Redecker & Punie, 2017) and 21st century competences into account. This study analysed the practical utility of this conceptual model, and the effectiveness of a teaching intervention in a university setting, during two academic years, with social studies secondary education prospective teachers. Using a quantitative approach and the TPACK-21 questionnaire (Valtonen et al., 2017), the study examined the starting point and evolution of the participants. Results indicate the adequacy of the framework and instrument used and favourable progress towards competence after the assessment of seven factors. Although pre-service teachers showed a low degree of confidence regarding their capabilities of integrating technological with pedagogical and content knowledge, especially in three of the components, this obstacle was overcome after the intervention. It is possible to conclude that the pedagogical and conceptual orientation of the teaching proposal has shown a positive effect, evidencing the effectiveness of a comprehensive approach capable of adapting to the specificity and challenges of social studies education.

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“…Further analyses need to be carried out to validate the adapted instrument to asses for its reliability and validity before any worthwhile interpretations can be made from its use. It was reported that a TPACK version used with chemistry teacher trainees showed four types of validity which are convergent, discriminant, factorial and predictive validities (Feng, Chai, So, Qian, & Chen, 2017). Feng et al (2017) carried out both exploratory and confirmatory factor analyses as well as a factorial analysis on gender to come out with the results.…”

Section: Discussion and Recommendationsmentioning

confidence: 99%

“…It was reported that a TPACK version used with chemistry teacher trainees showed four types of validity which are convergent, discriminant, factorial and predictive validities (Feng, Chai, So, Qian, & Chen, 2017). Feng et al (2017) carried out both exploratory and confirmatory factor analyses as well as a factorial analysis on gender to come out with the results. The next step for this study is to carry out similar analyses on the final version of the instrument above.…”

Section: Discussion and Recommendationsmentioning

confidence: 99%

Measuring teachers’ readiness to use technology

Misieng

Ramanair

Rethinasamy

2018

JITA

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Accepted as an integral part of education, technology in teaching and learning can enhance practice not only in the traditional class but also beyond it. Schooling can now be extended to learning beyond the four enclosed walls of the classroom into the almost limitless possibility of education across time and space accessible via the domain of cyber technology. The significant contribution of technology to education has prompted educational bodies like the Malaysian Ministry of Education to prominently point out that online learning becomes the main pedagogical approach in higher learning institutions in the nation’s educational blueprint. The powerful potential of technology however, can only be realised through informed and purposeful use of it by teachers. Integrating technology in the language classroom requires that teachers not only have knowledge about the Technology but interplay between three components of knowledge – Technology, Pedagogy, and Content Knowledge (TPACK) which determines the essential qualities of teacher knowledge that are required when teachers employ technology in their teaching. The main study is therefore designed to measure teachers’ readiness to use technology in teaching English language in tertiary level classrooms to enhance student learning. To serve this purpose, a pilot study was carried out on 20 English language instructors to evaluate the reliability and the validity of a questionnaire that was adapted to gauge instructors’ readiness in carrying out technology-mediated classrooms at a public university in Malaysia. Correlations among items in the current study reveals lower coefficients compared to a previous study on the same instrument probably due to the smaller sample size in the current study but the correlationships are mostly positive which still suggests convergence validity. The internal consistency of the items was mostly better than two previous similar studies. Five items that seemed to be misbehaving in their respective measures were chosen based on their inter-item correlation and the item-total statistics and scrutinized via cognitive interviews with selected respondents to gain insights into the items but the results of the interviews revealed that the items are functioning as intended.

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

Cited by 55 publications

References 31 publications

Moderated effect of teachers’ attitudes to the contribution of technology competencies on TPACK

Moderated effect of teachers’ attitudes to the contribution of technology competencies on TPACK

Assessing the digital competence of educators in social studies: An analysis in initial teacher training using the TPACK-21 model

Measuring teachers’ readiness to use technology

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