TPACK Development in Science Teaching: Measuring the TPACK Confidence of Inservice Science Teachers

Graham, Charles R.; Burgoyne, Nicolette; Cantrell, Pamela; Smith, L. M.; Harris, Ron

doi:10.1007/s11528-009-0328-0

Cited by 260 publications

(58 citation statements)

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“…This is consistent with findings generated by Chai et al (2011) in a pre-service education context in Singapore and with Graham et al (2009) in a North American in-service cohort of pre-service science teachers. Both empirical studies generated four constructs analogous to those that emerged from this inquiry.…”

Section: Perceptions On Ict Practicessupporting

confidence: 89%

“…EFA is a suitable analytical approach particularly when "there is relatively little prior theory and empirical evidence" (Fabrigar, Wegener, MacCallum, & Strahan, 1999, p. 282), as in the case for this inquiry. Although an impressive body of scholarly work has been dedicated to the creation and validation of TPACK constructs using factor analysis (see for example Yurdakul et al, 2012), and with a focus on pre-service science teachers (see for example Graham et al, 2009), very little has been undertaken on pre-service science educators in regional Australian settings. Using EFA on a sample located in regional Australia, this inquiry contributes to the challenge of searching for consistent definitions of TPACK constructs (Graham, 2011).…”

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confidence: 99%

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An Exploratory Analysis of TPACK Perceptions of Pre-Service Science Teachers

Reyes

Reading

Rizk

et al. 2016

International Journal of Information and Communication Technology Education

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Four distinct constructs were identified from a survey of a sample of pre-service science teachers at a regional Australian University. The constructs emerged after employing Exploratory Factor Analysis (EFA) on respondents' perceptions of pedagogical practices incorporating the use of Information Communication and Technology (ICT). The key components of the survey were derived from a Technological Pedagogical and Content Knowledge (TPACK) survey developed for a national project. For future investigations of TPACK application in university contexts, a four-construct configuration of pre-service teacher TPACK perceptions is proposed requiring empirical confirmation. This inquiry depicts a portrait of emerging domains of TPACK. The relevance of the findings and their implications for universities that rely heavily on ICT in the delivery of are discussed, especially in relation to improving teaching practices.Research findings reported in this study were based on data collected in 2011 in a regional Australian university which had 20,119 students enrolled. Of these students, there were approximately 20% enrolled to study on-campus and 80% off-campus (online or by distance). Students who chose to study on-campus resided in or nearby a regional centre in New South Wales, and attended lectures, workshops and tutorials in a face-to-face setting. All students received their study materials through a Learning Management System (LMS). When studying in off-campus mode, study materials were in the form of html pages, downloadable PDF documents, podcasts, videos, discussion boards, chat rooms, blogs, wikis and a variety of other interactive materials. Students in on-campus mode benefited from access to the LMS (just like their off-campus counterparts) as well as face-to-face teaching with their lecturers. During the period when the research was undertaken, the School of Education (SoE) of the regional university had just over 4,000 students enrolled with a larger percentage enrolled in off-campus mode than the university average. This paper focuses on a sample of off-campus students enrolled in pre-service education under the sciences discipline.This inquiry uses the TPACK framework as a lens to examine pre-service teachers' knowledge of the technology, pedagogy and content interface. This exploratory analysis provides insights into how respondents make sense of TPACK as a result of the learning environments of courses, workshops, and other pre-service experiences. This paper provides an emerging portrait of TPACK perceptions of pre-service teachers in the subject domain of science. This becomes especially illuminating as it is situated within this regional university that is known as a leader in the provision of online courses and education.

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Section: Perceptions On Ict Practicessupporting

confidence: 89%

mentioning

confidence: 99%

An Exploratory Analysis of TPACK Perceptions of Pre-Service Science Teachers

Reyes

Reading

Rizk

et al. 2016

International Journal of Information and Communication Technology Education

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“…Some researchers even confined their research to only a few domains within the TPACK framework. For example, Graham et al (2009) investigated teachers' confidence on the TPACK framework through a pre-post questionnaire in just four TPACK domains involving technology integration such as TK, TPK, TCK and TPACK. Koh, Chai, and Tsai's (2010) study explored only technology, pedagogy, content and TPCK, eliminating the other domains.…”

Section: Survey-based Investigationsmentioning

confidence: 99%

TPACK in action: A study of a teacher educator’s thoughts when planning to use ICT

Bibi

Khan²

2016

AJET

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In this paper, we discuss how a university lecturer (pseudonym: James) drew on his technological pedagogical and content knowledge (TPACK) when planning to integrate technology in teaching. The main purpose of the study was to use real-life planning observations to understand James's TPACK. The data were obtained through think-aloud sessions in which James planned a course that is offered to undergraduate initial teacher education (ITE) students in a research-intensive Australian university. Chi's (1997) verbal analysis method was used to analyse verbal qualitative data. The results indicate that a different set of knowledge domains underpinned James's decisions in each different episode of his planning sessions giving his TPACK a dynamic and context-sensitive nature. We suggest observations of teachers when making actual planning decisions as one of the preferred methods to understand the nature of their TPACK. The study introduces a new approach in understanding how this teacher's TPACK looks when he drew on various domains of knowledge, by visually presenting the combinations made among knowledge domains.

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“…Angeli and Valanides (2009) devised the Information and Communication Technologies (ICT)-TPACK framework in 5 component in their studies; ICT, content, pedagogy, students and context. Another TPACK scale was developed in a study conducted by Graham, Burgoyne, Cantrell, Smith, Clair and Harris (2009), with 4 factors and 31 items for science teachers. Their scale is consisting of TK, TCK, TPK and TPCK components.…”

Section: Introductionmentioning

confidence: 99%

The Psychometric Properties of the Technological Pedagogical Content Knowledge Scale

Horzum¹,

Akgün²,

Öztürk³

2014

IOJES

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The aim of this study is to develop a scale based on Technological Pedagogical Content Knowledge (TPACK) model with giving more importance to learner centered education and teachers' facilitator role in constructivist learning comparing by previous TPACK scales. In order to prepare item-pool, first we examined previous research and scales and we add additional and novel items to include constructivist view of learning. The new scale developed within this study applied on 724 preservice teachers, who were selected with stratified sampling. We used confirmatory factor analysis to examine construct validity. Additionally we also performed a criterion validity study to confirm validity of the scale. We calculated Cronbach alpha coefficients, and corrected item-total correlations for reliability. According to validity analyzes we concluded that the scale has a construction with 51 items under 7 factors. Internal consistency coefficients and test-retest reliability coefficients showed that the reliability of the scale is at an acceptable level.© 2014 IOJES. All rights reserved Keywords: 1 TPACK, technology, pedagogy, content, validity, reliability. IntroductionNowadays, technology should be used efficiently in education. So, technology should be integrated within the process in any educational environment, in school management, in guidance services and libraries. This integration increases the quality of education by supporting teachers in the conduct of their duties efficiently, and in offering students more effective learning. In this context, skills that teachers, who are able to implement and integrate technologies, should possess and levels of these skills are of great importance (Goktas, Yildirim, & Yildirim, 2009). In order to equipping teachers with necessary skills for effective technology integration are laid in the institutions that train and nurture teachers. In this respect, a process which provides for effective integration is possible only if the teachers acquire the required knowledge and skills (Earle, 2002).It is possible to encounter many models in the literature which suggest provision for technology integration in education. In some of these model studies, technology integration is discussed within the context of school, in some of them it is discussed within the context of the student, in some of them it is discussed within socio-cultural concepts, and in others it is discussed within the context of the interaction of several factors within the process (Mazman & Koçak Usluel, 2011). When teachers and pre-service teachers are examined in these models, TPACK framework is at the forefront. This model describes the components of knowledge and self-efficacy that teachers and pre-service teachers should possess in order to use the technologies in education. Mishra (2005a, 2005b) with the addition of technology component to the existing components of pedagogical content knowledge of Shulman and it eventually consists of 7 components based on 3 basic components. The main purpose of the TPACK model was...

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TPACK Development in Science Teaching: Measuring the TPACK Confidence of Inservice Science Teachers

Cited by 260 publications

References 8 publications

An Exploratory Analysis of TPACK Perceptions of Pre-Service Science Teachers

An Exploratory Analysis of TPACK Perceptions of Pre-Service Science Teachers

TPACK in action: A study of a teacher educator’s thoughts when planning to use ICT

The Psychometric Properties of the Technological Pedagogical Content Knowledge Scale

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