How Do We Measure TPACK? Let Me Count the Ways

2012 ◽  
pp. 16-31 ◽  
Author(s):  
Matthew J. Koehler ◽  
Tae Seob Shin ◽  
Punya Mishra
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Empirical Studies ◽  
Technological Pedagogical Content Knowledge ◽  
Performance Assessments ◽  
Self Report ◽  
Validity And Reliability ◽  
Pedagogical Content ◽  
Wide Range ◽  
Level Analysis

In this chapter we reviewed a wide range of approaches to measure Technological Pedagogical Content Knowledge (TPACK). We identified recent empirical studies that utilized TPACK assessments and determined whether they should be included in our analysis using a set of criteria. We then conducted a study-level analysis focusing on empirical studies that met our initial search criteria. In addition, we conducted a measurement-level analysis focusing on individual measures. Based on our measurement-level analysis, we categorized a total of 141 instruments into five types (i.e., self-report measures, open-end questionnaires, performance assessments, interviews, and observations) and investigated how each measure addressed the issues of validity and reliability. We concluded our review by discussing limitations and implications of our study.

Technological Pedagogical Content Knowledge (TPACK)

2018 ◽  
pp. 78-102
Keyword(s):  
Pedagogical Content Knowledge ◽  
Knowledge Base ◽  
Teacher Knowledge ◽  
Content Knowledge ◽  
Empirical Studies ◽  
Technological Pedagogical Content Knowledge ◽  
Theoretical Frameworks ◽  
Pedagogical Content ◽  
Comprehensive List ◽  
Critical Issues

This chapter addresses the theories underlying the construct TPACK. The chapter begins with reviewing the history and then the rationale of teacher knowledge base in the form of a multi-dimensional model taken from published literature. It also discusses how TPACK framework has developed and evolved in the last decade. Some seminal works whose authors have contributed greatly to the development of TPACK model are reviewed. Based on the theoretical frameworks and the findings of the empirical studies, a comprehensive list of the definitions of TPACK and critical issues regarding this framework are discussed. The chapter comes to its end by introducing the evolved model of TPACK, TPACK in-Action, in detail.

scholarly journals Penguasaan technological pedagogical content knowledge calon guru Pendidikan Pancasila dan Kewarganegaraan

2019 ◽  
Vol 16 (2) ◽  
pp. 122-136
Author(s):  
Imam Fitri Rahmadi
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Civic Education ◽  
21St Century ◽  
Technological Pedagogical Content Knowledge ◽  
21St Century Learning ◽  
Self Report ◽  
Pedagogical Content ◽  
Knowledge Content ◽  
Report Measure

Analisis Technological Pedagogical Content Knowledge (TPACK) perlu dilakukan dalam rangka memahami tingkat pengetahuan guru untuk dapat mengintegrasikan teknologi pada pembelajaran abad 21. Studi ini dilakukan untuk mendapatkan profil tingkat penguasaan TPACK calon guru Pendidikan Pancasila dan Kewarganegaraan yang sedang menempuh pendidikan Strata 1 di Program Studi PPKn Fakultas Keguruan dan Ilmu Pendidikan (FKIP) Universitas Pamulang. Studi menggunakan metode self-report measure dalam bentuk survei. Secara keseluruhan, tingkat penguasaan TPACK calon guru PPKn termasuk dalam kategori baik. Namun, penguasaan pada technological knowledge, content knowledge dan technological pedagogical content knowledge memiliki total nilai rata-rata yang lebih rendah. Perlu diperhatikan setiap butir pernyataan yang memiliki nilai rata-rata lebih rendah daripada total nilai rata-rata pada setiap domain pengetahuan. Setiap lembaga pendidikan tenaga kependidikan perlu melakukan analisis TPACK supaya mengetahui apakah calon guru yang sedang dididik sudah memiliki pengetahuan yang dibutuhkan untuk dapat mengajar sesuai dengan tuntutan dan karakteristik pembelajaran abad 21.-------------------------------------------------------------------------------------Analyzing Technological Pedagogical Content Knowledge (TPACK) is needed to understand teachers' knowledge in term of integrating technology in 21st-century learning. This study to explore TPACK confidence of preservice civic education teachers at the Department of Civic Education, Faculty of Teacher Training And Education, Universitas Pamulang. The study used a self-report-measure method in the form of a survey. Overall, the TPACK confidence of preservice civic education teachers in a good category. However, the confidences in technological knowledge, content knowledge, and technological pedagogical content knowledge, have a lower average total score. It should noticed regarding statement items that have a lower average convictions than the technical average rating at each knowledge domain. Teacher education institute needs conducting a TPACK analysis to find out whether preservice teachers who are educated already have the appropriate teaching knowledge for demands and characteristics of 21st-century learning.

scholarly journals A Review of Faculty Self-Assessment TPACK Instruments (January 2006 – March 2020)

2021 ◽  
Vol 17 (2) ◽  
pp. 118-137
Author(s):  
Kristin C. Scott
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Reliability And Validity ◽  
Technological Pedagogical Content Knowledge ◽  
Assessment Instruments ◽  
Validity And Reliability ◽  
Self Assessment ◽  
Data Set ◽  
Pedagogical Content ◽  
Assessment Survey

Since Mishra and Koehler released their framework of technological pedagogical content knowledge (TPACK), researchers have been attempting to measure it with a variety of self-assessment instruments. Early TPACK instruments struggled with construct validity. More recently, several instruments have been tested for validity and reliability successfully. Since 2006, 233 articles have been published that use a TPACK self-assessment survey of faculty in either a mixed method or empirical study. When faced with this abundance of literature, researchers may be overwhelmed when attempting to find a survey instrument suitable for their own studies. This review is designed to help researchers find valid and reliable instruments for their study by describing frequently used scales, an analysis of respondents from the identified studies, and reliability and validity studies associated with published instruments. A link to the entire data set Technological Pedagogical Content Knowledge (TPACK) Self-Assessment Survey Dataset (2006 – March 2020) is also provided.

The development, validity and reliability of TPACK-deep: A technological pedagogical content knowledge scale

2012 ◽  
Vol 58 (3) ◽  
pp. 964-977 ◽  
Author(s):  
Isil Kabakci Yurdakul ◽  
Hatice Ferhan Odabasi ◽  
Kerem Kilicer ◽  
Ahmet Naci Coklar ◽  
Gurkay Birinci ◽  
...  
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Technological Pedagogical Content Knowledge ◽  
Validity And Reliability ◽  
Pedagogical Content ◽  
Knowledge Scale

scholarly journals TEACHERS’ PERCEPTION IN USING TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE IN TEACHING ENGLISH AT SENIOR HIGH SCHOOLS IN BULELENG SUB-DISTRICT

2019 ◽  
Vol 2 (1) ◽  
Author(s):  
I.W.A.W Prasetya ◽  
I.N.A.J. Putra ◽  
I.G. Budasi
Keyword(s):  
High Schools ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Teaching And Learning ◽  
Technological Pedagogical Content Knowledge ◽  
Validity And Reliability ◽  
Teaching English ◽  
Pedagogical Content ◽  
High Position ◽  
The Mean

This study is aimed at investigating English teachers' perception in using Technological Pedagogical Content Knowledge (TPACK) framework in teaching and learning process at Senior High schools in Buleleng Sub District. This study applied an explanatory sequential mixed method design which used a questionnaire and interview guide as the instruments that had been tested for their validity and reliability. The data from the questionnaires were processed by using a Microsoft Office Excel to calculate the mean score in order to know the qualification level of each the dimension. The results of data analysis showed that most of the teachers had positive perceptions of using TPACK framework in teaching English at senior high schools. It was shown by the position of mean score in the high position of the interval with the mean score was 139.074.

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