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Examining the TPACK framework through the convergent and discriminant validity of two measures
ARTICLE

, Department of Career and Information Studies, Learning, Design, and Technology Program, United States ; , , Department of Instructional Systems Technology, United States ; , Middle East Technical University, Turkey

Computers & Education Volume 78, Number 1, ISSN 0360-1315 Publisher: Elsevier Ltd

Abstract

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.

Citation

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. Retrieved May 22, 2019 from .

This record was imported from Computers & Education on January 29, 2019. Computers & Education is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.compedu.2014.05.003

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