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

Yurdakul, Işıl Kabakçı; Odabaşı, H. Ferhan; Kılıçer, Kerem; Çoklar, Ahmet Naci; Birinci, Gürkay; Kurt, Adile Aşkım

doi:10.1016/j.compedu.2011.10.012

Cited by 221 publications

(133 citation statements)

References 36 publications

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“…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%

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

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

Reyes

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Rizk

et al. 2016

International Journal of Information and Communication Technology Education

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“…Kabakci Yurdakul et al (2012) suggest the following criteria for the evaluation of scores obtained from the Technopedagogical Education Competency Scale (TPACKdeep): (i) a general mean score between 1.00-2.33 is considered low level, (ii) between 2.34-3.67 is considered moderate level, and between 3.68-5.00 is considered high level.…”

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confidence: 99%

Examining the Impact of Instructional Technology and Material Design Courses on Technopedagogical Education Competency Acquisition According to Different Variables

2017

EDUC SCI-THEOR PRACT

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The need to integrate technology into education has made necessary a thorough examination of teachers' technopedagogical competencies. While training preservice teachers, it is of particular importance that they acquire technopedagogical education competences during their preservice education. Practical and theoretical course content and Instructional Technology and Material Design (ITMD) courses are thought to be essential for preservice teachers' technopedagogical education competency acquisition. However, the role of ITMD courses in preservice teachers' technopedagogical education competency acquisition has remained obscure in the literature. As such, the study aims to describe the effect that ITMD courses have on technopedagogical education competency acquisition. The research was conducted with a total of 186 preservice teachers studying in the departments of classroom teaching and preschool teaching in a Faculty of Education in Turkey. The research data were gathered using the Technopedagogical Education Competency Scale (TPACK-deep), developed by Kabakci Yurdakul, Odabasi, Kilicer, Coklar, Birinci, and Kurt. This five-point Likert type scale consists of a total of four factors, i.e. design, proficiency, ethics, and exertion. The internal reliability coefficient of the 33-item scale was .95. The scale was applied by faculty members in-line with the course description designated by the Council of Higher Education (YÖK) as a pre-and post-test at the beginning and end of the semester that the course was given. A paired samples t-test and CHAID (Chi-squared Automatic Interaction Detection) analysis were incorporatedly employed to analyze the data. The research showed that ITMD courses influenced preservice teachers' acquisition of technopedagogical education competencies. The following were observed to be critical predictor variables in technopedagogical education competency acquisition: having received computer training prior to taking the ITMD courses and the average time one spends using a computer per day.

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“…Ka Keser, Yilmaz ja Yilmaz (2015) väidavad, et enamik uurimusi puudutab just õpetajate TPACKi teadmisi. Võrreldud on klassiõpetajaks ja lasteaiaõpetajaks õppijaid (Özdemir, 2016), mõnes uurimuses on valimis teiste üliõpilaste seas ka tulevased lasteaiaõpetajad (Keser et al, 2015;Yurdakul, Odabasi, Kilicer, Coklar, Birinci, & Kurt, 2012). Singapuris on uuritud klassiõpetaja eriala üliõpilasi (Chai et al, 2011;Koh & Tsai, 2014;Koh, Chai, & Tsai, 2010).…”

Section: Lasteaiaõpetajate Ja õPetajakoolituse üLiõpilaste Hinnangud unclassified

Preschool teachers’ and Early Years Teacher curriculum student teachers’ assessments of content, pedagogy and technology knowledge and integration of this knowledge

Luik¹,

Taimalu²

2018

EHA

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AnnotatsioonDigitehnoloogia on kujunenud hariduse osaks alates lasteaiast ning ka kutsestandardis on koolieelse lasteasutuse õpetaja läbiva pädevusena sätestatud digipädevus. Paljud lasteaiaõpetajad on aga õppinud ajal, mil digitehnoloogia polnud veel õppekavas. Artikli eesmärk on selgitada ja võrrelda lasteaiaõpetajate ning kooli eelse lasteasutuse õpetajaks õppivate üliõpilaste hinnanguid oma aine-, pedagoogika-ja tehnoloogiateadmistele TPACKi raamistikust lähtudes. Andmeid koguti 2014.-2015. aastal Eesti kontekstis valideeritud ankeedi abil 62-lt Tartu Ülikooli koolieelse lasteasutuse õpetaja õppekava üliõpilaselt ja 136-lt Tartu lasteaia õpeta-jalt. Tulemused näitavad, et kui pedagoogika-ja aineteadmisi hindavad lasteaiaõpetajad kõrgemalt kui üliõpilased, siis tehnoloogia integreerimise teadmistes puudub uuritavate rühmade vahel oluline erinevus. Seega tuleks pöörata enam tähelepanu juba töötavate lasteaiaõpetajate täienduskoolitustele.Võtmesõnad: koolieelse lasteasutuse õpetajad, üliõpilased, võrdlusuuring, tehnoloogia-, pedagoogika-ja aineteadmised, TPACK SissejuhatusDigitehnoloogia on levinud meie igapäevaellu ja paratamatult täidab see üha suuremat osa väikeste laste elus, hõlbustades nende arengut ja õppimist. Loomu likult peab teadvustama ka võimalikke probleeme, mis võivad tehnoloogia 2 kasutusega kaasneda, kuid siiski usutakse tänapäeval, et tehnoloogiat on 1 Arvutiteaduse instituut, Tartu Ülikool, J. Liivi 2, 50409 Tartu; piret.luik@ut.ee. 2Artiklis kasutatakse termineid tehnoloogia ja digitehnoloogia sünonüümidena.Lasteaiaõpetajate ja üliõpilaste hinnangud oma teadmistele PIRET LUIK, MERLE TAIMALU

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

Cited by 221 publications

References 36 publications

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

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

Examining the Impact of Instructional Technology and Material Design Courses on Technopedagogical Education Competency Acquisition According to Different Variables

Preschool teachers’ and Early Years Teacher curriculum student teachers’ assessments of content, pedagogy and technology knowledge and integration of this knowledge

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