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A Turn toward Specifying Validity Criteria in the Measurement of Technological Pedagogical Content Knowledge (TPACK)
ARTICLE

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Journal of Research on Technology in Education Volume 46, Number 2, ISSN 1539-1523

Abstract

The impetus for this paper stems from a concern about directions and progress in the measurement of the Technological Pedagogical Content Knowledge (TPACK) framework for effective technology integration. In this paper, we develop the rationale for using a seven-criterion lens, based upon contemporary validity theory, for critiquing empirical investigations and measurements using the TPACK framework. This proposed seven-criterion lens may help researchers map out measurement principles and techniques that ensure reliable and valid measurement in TPACK research. Our critique of existing TPACK research using these criteria as a frame suggests several areas of theorizing and practice that are likely impeding the press for measurement. First are contradictions and confusion about the epistemology of TPACK. Second is the lack of clarity about the purpose of TPACK measurement. Third is the choice and use of measurement models and techniques. This article illustrates these limitations with examples from current TPACK and measurement-based research and discusses directions and guidelines for further research.

Citation

Cavanagh, R.F. & Koehler, M.J. (2013). A Turn toward Specifying Validity Criteria in the Measurement of Technological Pedagogical Content Knowledge (TPACK). Journal of Research on Technology in Education, 46(2), 129-148. Retrieved January 21, 2021 from .

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