Validation of the Survey of Pre-service Teachers' Knowledge of Teaching and Technology: A Multi-Institutional Sample

Ritzhaupt, Albert D.; Huggins-Manley, Anne Corinne; Ruggles, Krista; Wilson, Matthew L.

doi:10.1080/21532974.2015.1099481

Cited by 6 publications

(5 citation statements)

References 27 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…In this research, items T40-T43 were located within Technological Pedagogical Knowledge; they were also loaded within the Technological Pedagogical Content Knowledge factor but with lower factor loads. These results are very close to the results of the exploratory factor analysis of the SPTKTT questionnaire conducted by Ritzhaupt et al [9], where all items that represent Technological Pedagogical Knowledge and some items that represent Technological Pedagogical Content Knowledge were loaded into the same factor. This points to a deficiency in the questionnaire structure, particularly regarding items that should represent the Technological Pedagogical Knowledge and Technological Pedagogical Content Knowledge domains.…”

Section: Discussionsupporting

confidence: 89%

“…Measurement instruments developed on the base of TPACK framework Ritzhaupt et al[9] also carried out the validation of the SPTKTT questionnaire and found that there is no clear difference between the Pedagogical Knowledge, Pedagogical Content Knowledge, Technological Pedagogical Knowledge, and Technological Pedagogical Content Knowledge. These four subscales collapsed into three unintended latent factors, one of which is composed of items from Pedagogical Knowledge and Pedagogical Content Knowledge, while another includes items from Technological Pedagogical Knowledge, Technological Pedagogical Content Knowledge, Technology Knowledge, Social Science Content Knowledge, Science Content Knowledge, Literacy Content Knowledge, Mathematics Content Knowledge, and Technological Content Knowledge.…”

mentioning

confidence: 99%

See 1 more Smart Citation

Education Systems as Contextual Factors in the Technological Pedagogical Content Knowledge Framework

Barišić

Divjak

Kirinić

2019

J. inf. organ. sci. (Online)

View full text Add to dashboard Cite

Digital competences should be considered in teacher education and professional development. The Technological Pedagogical Content Knowledge (TPACK) framework represents the knowledge required by teachers in order to successfully integrate technology into the teaching process. The Survey of Pre-service Teachers’ Knowledge of Teaching and Technology (SPTKTT) is one of the inventories developed to measure the TPACK framework. The aim of this study is to validate the SPTKTT inventory in the context of the Croatian education system by the use of exploratory and confirmatory factor analysis. Results showed that the new context structure of the SPTKTT inventory consists of nine factors, while confirmatory factor analysis established that the two Content Knowledge factors can actually be unified. This can be explained by differing content organization in education systems. There were also differences in the distribution of some of the remaining factors. Internal consistency of the inventory shows high reliability.

show abstract

Section: Discussionsupporting

confidence: 89%

mentioning

confidence: 99%

Education Systems as Contextual Factors in the Technological Pedagogical Content Knowledge Framework

Barišić

Divjak

Kirinić

2019

J. inf. organ. sci. (Online)

View full text Add to dashboard Cite

show abstract

“…Cette limite offre en même temps une possibilité de recherche future. En effet, afin de pouvoir dresser un portrait plus complet et plus clair en fonction du modèle TPACK, les dimensions « Contenu » et « Pédagogie » pourraient être intégrées en collectant des données sur ces dernières grâce à une traduction et à une adaptation au contexte québécois des questionnaires évaluant chacune des dimensions du TPACK (Ritzhaupt, Huggins-Manley, Ruggles et Wilson, 2016;Sahin, 2011). Il y aurait également lieu d'effectuer des entrevues auprès d'enseignants afin de comprendre le processus par lequel ils s'approprient la compétence à intégrer les TIC.…”

Section: Discussion Conclusiveunclassified

Maitrise d’outils technologiques : son influence sur la compétence TIC des enseignants et les usages pédagogiques | Mastery of Digital Tools: The Influence on Information and Communication Technologies Competency and Pedagogical Use

Stockless

Villeneuve

Gingras

2018

CJLT

View full text Add to dashboard Cite

L’utilisation des technologies de l’information et de la communication (TIC) en contexte éducatif est un enjeu important pour les enseignants du préscolaire-primaire et du secondaire au Québec. Dans cette recherche, nous avons examiné dans quelle mesure la maitrise d’outils numériques peut prédire des usages pédagogiques déclarés. Nous avons également étudié la relation prédictive entre le niveau déclaré de maitrise des outils numériques par les enseignants et leur compétence professionnelle à intégrer les TIC. Les régressions montrent que la maitrise du tableau numérique interactif prédit positivement des usages pédagogiques du numérique et une bonne maitrise de la compétence à intégrer les TIC.The use of information and communication technologies (ICT) is an important issue for many preschool, elementary, and secondary school teachers in Québec. In this study, we examined to what extent the mastery of digital tools can predict reported pedagogical usage. Also, we used the level of mastery of digital tools by teachers as a variable to assess the predictive impact of the components of professional competence on the integration of ICT. The results of the regression indicate that the mastery of the interactive whiteboard positively predicts the pedagogical use of ICTs as well as a good mastery of the integration of ICTs.

show abstract

“…The data set used in this study is from an administration of the Survey of Pre-service Teachers’ Knowledge of Teaching and Technology at four public universities in Florida (Ritzhaupt, Huggins-Manley, Ruggles, & Wilson, 2016; Schmidt et al, 2009). The survey, which measures individuals’ technological pedagogical and content knowledge, asks respondents to report the extent to which they agree or disagree with each given statement on a 5-point Likert-type scale (1 = strongly disagree , 2 = disagree , 3 = neither agree nor disagree (i.e., neutral ), 4 = agree , 5 = strongly agree ).…”

Section: Methodsmentioning

confidence: 99%

Applying Unidimensional Models for Semiordered Data to Scale Data With Neutral Responses

Cohn

Huggins-Manley

2019

Educational and Psychological Measurement

Self Cite

View full text Add to dashboard Cite

The purpose of this study is to evaluate whether a recently developed semiordered model can be used to explore the functioning of neutral response options in rating scale data. Huggins-Manley, Algina, and Zhou developed a class of unidimensional models for semiordered data within scale items (i.e., items with both ordered response categories and an additional nominal response category) and found promising results when applying them to scale data with Not Applicable response categories. In this study, we extended the application of the semi–partial credit model (PCM) to evaluate whether the semi-PCM can be used to calibrate potentially unordered neutral responses in rating scale data, and if so, how the approach compares with alternate methods of dealing with the neutral response option. Findings indicate that the semi-PCM can (a) assist practitioners in evaluating the ordered or unordered nature of neutral responses and (b) provide a viable alternative for θ estimation in the presence of an unordered neutral category. The process used in this study also provides a methodological framework for researchers and practitioners to use when dealing with neutral responses in their own data.

show abstract

Validation of the Survey of Pre-service Teachers' Knowledge of Teaching and Technology: A Multi-Institutional Sample

Cited by 6 publications

References 27 publications

Education Systems as Contextual Factors in the Technological Pedagogical Content Knowledge Framework

Education Systems as Contextual Factors in the Technological Pedagogical Content Knowledge Framework

Maitrise d’outils technologiques : son influence sur la compétence TIC des enseignants et les usages pédagogiques | Mastery of Digital Tools: The Influence on Information and Communication Technologies Competency and Pedagogical Use

Applying Unidimensional Models for Semiordered Data to Scale Data With Neutral Responses

Contact Info

Product

Resources

About