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Teaching Knowledge with Curriculum-Based Technology: Development of a Survey Instrument for Pre-Service Teachers
article

, , University of Delaware, United States ; , Lesley University, United States

Journal of Technology and Teacher Education Volume 24, Number 4, ISSN 1059-7069 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA

Abstract

The purpose of this quantitative study was to develop and test a survey instrument to measure pre-service teachers’ Technological Pedagogical Content Knowledge (TPACK) framed by a transformative lens. The Survey of Teaching Knowledge with Curriculum-Based Technology was developed and administered to 124 pre-service teachers within the context of a required educational technology course taught at a large, Mid-Atlantic University. Survey data were analyzed using exploratory factor analysis (EFA). Results revealed evidence of two discrete domains: Knowledge of Technology and Knowledge of Teaching with Curriculum-Based Technology. The findings of this work provide support for a transformative approach to examining TPACK development. Findings have implications for researchers, educators, and teacher preparation programs.

Citation

Yilmaz Ozden, S., Mouza, C. & Harlow Shinas, V. (2016). Teaching Knowledge with Curriculum-Based Technology: Development of a Survey Instrument for Pre-Service Teachers. Journal of Technology and Teacher Education, 24(4), 471-499. Waynesville, NC USA: Society for Information Technology & Teacher Education. Retrieved March 24, 2019 from .

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References

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Cited By

  1. TPCK and Initial teacher education: Insights on the development of pedagogical reasoning in TPCK-based instructional design (ID) practices

    Ottavia Trevisan & Marina De Rossi, University of Padova, Italy

    Society for Information Technology & Teacher Education International Conference 2018 (Mar 26, 2018) pp. 2128–2132

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