The Psychometric Properties of the Technological Pedagogical Content Knowledge Scale

Abstract

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...

Sosyal Bi̇lgi̇ler Öğretmenleri̇ni̇n Teknopedagoji̇k Alan Bi̇lgi̇si̇ Yeterli̇li̇kleri̇ni̇n Çeşi̇tli̇ Deği̇şkenlere Göre İncelenmesi̇

“…The working group of the study is comprised of 91 social studies teachers working in several districts of Ankara province in the 2017/2018 academic year. Technological Pedagogical Content Knowledge (TPACK) Competency Scale, developed by Horzum, Akgün and Öztürk (2014), was used as measuring tool. Data obtained was analysed with SPSS 20 packaged software.…”

Okul Öncesi̇ Öğretmenleri̇ni̇n Teknopedagoji̇k Yeterli̇kleri̇ni̇n Beli̇rlenmesi̇

“…The data was collected with the Technological Pedagogical Subject Matter Knowledge Scale (TPABÖ) ( Horzum, 2014), which consists of 7 factors; Technological Knowledge (TB), Subject Matter Knowledge (EU), Pedagogical Knowledge (PB), Technological-Subject Matter Knowledge (TAB), Pedagogical-Subject Matter Knowledge (PAB), Technological-Pedagogical Information (TPB) and Technological-Pedagogical-Subject Matter Information (TPACK). This scale was preferred since it includes both student-centered and teacher-centered 51 items and has a general structure that can be used in all areas of education.…”

Evaluation of Teachers’ Technological Pedagogical Content Knowledge Within the Framework of Educational Information Network and Other Variables

“…The first part of the survey includes questions aiming to collect demographic data and the data regarding the technology use of the participants. In the second part of the survey, "Technological Pedagogical Content Knowledge Scale" developed by Horzum, Akgun and Ozturk (2014) was used after getting necessary permissions from the researchers. This 51-item scale has 7 factors: "Technology Knowledge", "Content Knowledge", "Pedagogy Knowledge", "Pedagogical Content Knowledge", "Technological Content Knowledge", "Technological Pedagogical Knowledge" and "Technological Pedagogical Content Knowledge".…”

“…The first part of the survey includes questions to collect demographic data about the participants as well as the ones related to their technology and EIN use. The second part involves TPACK scale developed by Horzum, Akgun and Ozturk (2014). According to the results of the statistical analysis, the teachers find themselves competent in terms of TPACK factors and there are significant differences between TPACK factors and demographic information about the participants as well as their technology and EIN use.…”