Developing technological pedagogical content knowledge survey items: A review of literature

Njiku, Joseph; Mutarutinya, Védaste; Maniraho, Jean François

doi:10.1080/21532974.2020.1724840

Cited by 27 publications

(15 citation statements)

References 46 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…In exploring and developing teachers' knowledge for technology integration in instruction, numerous studies have adopted the framework which has proved to be useful in explaining the kind of knowledge teachers may need for effective technology integration (Mishra, 2019;Njiku et al, 2020a). However, the conceptualisation of the framework and definitions of its constructs is still a continuing discussion among researchers (Alemdag et al, 2019;Ocak & Baran, 2019).…”

Section: The Tpack Frameworkmentioning

confidence: 99%

See 1 more Smart Citation

Building Mathematics Teachers’ TPACK Through Collaborative Lesson Design Activities

2021

Self Cite

View full text Add to dashboard Cite

Developing teachers' competencies in technology integration has recently been one of the areas of attention in teacher training. This paper presents an investigation of the development of mathematics teachers' technological pedagogical content knowledge (TPACK) through collaborative lesson design activities. The study employed a pre and post-test for non-equivalent groups quasi-experiment with three groups. Participants were secondary school mathematics teachers from Dar es Salaam -Tanzania who responded to a TPACK questionnaire before and after the intervention. Group 1 participated in collaborative lesson design teams to integrate technology and implemented the designed lesson in the classroom. Group 2 participated in lesson planning and implementation and group 3 operated conventionally. Using paired sample t-test, although all groups appear to have improved their TPACK significantly, the effect size was large for group 1 and group 2 only. When the comparison between groups and across the two points of time for data collection was done using the split-plot analysis of variance, it was found that group 1 improved the most in TPACK. These finding favoured the use of collaborative lesson designs in school-based teacher design teams. The study recommends that professional development needs to be authentic by involving teachers in routine professional activities, optimizing their peer teams to support each other within the real school contexts.

show abstract

Section: The Tpack Frameworkmentioning

confidence: 99%

“…Items were organised in such a way that the TPACK primary domains of technology, content, and pedagogy informed their interactions. This means the questionnaire ensured that some items from the primary domains were used to form items for TCK, PCK, TPK, and TPACK (Njiku et al, 2020a). The questionnaire was initially made of 82 items.…”

Section: Instrumentationmentioning

confidence: 99%

Building Mathematics Teachers’ TPACK Through Collaborative Lesson Design Activities

2021

Self Cite

View full text Add to dashboard Cite

show abstract

“…For example, Bao [22] suggests that Chinese students are not so thorough in online learning, which may limit online learning modules' efficacy; they suggested that teachers pay extra attention to their online lectures' volume and speed. The main reason for such a strong relationship between teachers' learner knowledge and pedagogical knowledge can be attributed to learner knowledge being identified by Koehler and Mishra [22] as a part of pedagogical knowledge [84], which possibly led to its low-value Bayes factor as presented in this study. In addition, teachers' technological knowledge and academic content knowledge had a strong relationship in this study.…”

Section: Discussionmentioning

confidence: 71%

Understanding the Difference of Teachers’ TLPACK before and during the COVID-19 Pandemic: Evidence from Two Groups of Teachers

Chen

Hsu

2021

Sustainability

View full text Add to dashboard Cite

The COVID-19 outbreak has suddenly changed the landscape of education worldwide. Many governments have moved education completely online, with the idea that although schools are shut, classes can continue; however, the question regarding whether teachers are prepared for this massive shift in educational practice remains unanswered. This study addresses this issue through the lens of teachers’ technology, learners, pedagogy, academic discipline content, and content knowledge (TLPACK). Two groups of 250 teachers (n = 500) who teach various levels of students participated in a two-phase survey. The phases of the survey took place in 2017 and 2020 (i.e., before and during the COVID-19 pandemic). Participants answered 38 reliable and valid questions about TLPACK to address three research questions, and the collected data were subjected to frequentist and Bayesian statistical analysis. The analysis indicated that teachers’ TLPACKs were significantly different before and during the COVID-19 pandemic. This study revealed significant correlations among teachers’ TLPACK constructs and found that, among these constructs, the strongest relationship was that between learner knowledge (i.e., knowledge about the learners) and pedagogy knowledge. The study ends by reflecting on our findings’ implications, especially since the COVID-19 pandemic continues to have significant altering effects on both education and society at large.

show abstract

“…More current literature reviews have typically focused on specific issues such as faculty professional development (Moreno, Montoro, & Colon, 2019), faculty professional development within the STEM context (Chai, 2019) or the importance of faculty TPACK in creating effective learning environments within the reading context (Sarjoni, Rahman, Sabil, & Khambari, 2020). Njiku, Mutarutinya, and Maniraho's (2020) study evaluated TPACK survey instruments from 28 peer-reviewed articles. Their study was limited by the databases they used (Google Scholar, ERIC, and Scopus) and singular search phrase, "TPACK survey instrument validation" (Njiku et al, 2020, p. 5).…”

Section: Tpack Literature Review Studiesmentioning

confidence: 99%

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

Scott

2021

International Journal of Information and Communication Technology Education

View full text Add to dashboard Cite

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.

show abstract

Developing technological pedagogical content knowledge survey items: A review of literature

Cited by 27 publications

References 46 publications

Building Mathematics Teachers’ TPACK Through Collaborative Lesson Design Activities

Building Mathematics Teachers’ TPACK Through Collaborative Lesson Design Activities

Understanding the Difference of Teachers’ TLPACK before and during the COVID-19 Pandemic: Evidence from Two Groups of Teachers

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

Contact Info

Product

Resources

About