Examining the TPACK framework through the convergent and discriminant validity of two measures
Theodore J. Kopcha, Department of Career and Information Studies, Learning, Design, and Technology Program, United States ; Anne Ottenbreit-Leftwich, Jiyoon Jung, Department of Instructional Systems Technology, United States ; Derya Baser, Middle East Technical University, Turkey
Computers & Education Volume 78, Number 1, ISSN 0360-1315 Publisher: Elsevier Ltd
The purpose of this multiple case study was to critically evaluate the Technological Pedagogical Content Knowledge (TPACK) framework by examining the convergent and discriminant validity associated with two popular TPACK measures. Twenty-seven preservice teachers completed the Schmidt et al. (2009) survey and their planning documents were analyzed using the Harris et al. (2010) rubric. A Spearman rank order correlation on the two measures revealed low levels of convergence within similar constructs and a lack of discrimination between dissimilar constructs. Holistic narrative analysis of end-of-course portfolios supported the rubric scores overall. Recommendations for re-examining the measures and the TPACK framework itself are discussed.
Kopcha, T.J., Ottenbreit-Leftwich, A., Jung, J. & Baser, D. (2014). Examining the TPACK framework through the convergent and discriminant validity of two measures. Computers & Education, 78(1), 87-96. Elsevier Ltd.
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Current Tensions: A Review of Technology Integration Models Utilized by Pre-Service Teacher Educator Programs
Kristin Elwood & Wilhelmina Savenye, Arizona State University, United States
Society for Information Technology & Teacher Education International Conference 2015 (Mar 02, 2015) pp. 2295–2300
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