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A Rasch Analysis of a TPACK Assessment Instrument and Online K-12 Teachers in the United States
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, Lincoln County School District, United States ; , University of Toledo, United States

Society for Information Technology & Teacher Education International Conference, in Las Vegas, NV, United States ISBN 978-1-939797-37-7 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

TPACK, an extension of Pedagogical Content Knowledge, has the potential to provide a theoretical lens through which researchers can focus on the skills teachers need to meaningfully incorporate technology into instruction. To date, however, TPACK has been a challenge to measure because of imprecise definitions and confounded dimensions. This study utilized Rasch modeling to assess an existing TPACK instrument, perceived TPACK knowledge of online teachers, and the TPACK theoretical framework itself. An analysis from a nationwide sample of 165 online teachers indicated that the instrument is producing valid and reliable measures. Participants rated their own knowledge highest in areas related to Content and Pedagogy, and lowest in the area of Technology. Significant differences were found across genders, ages, and years of service. Data analysis also revealed that several of the component areas of TPACK were conflated by participants. Ultimately, this study could not validate the seven-component theoretical structure of TPACK, and offers an alternate framework based on the Rasch analysis.

Citation

Singer, J. & Teclehaimanot, B. (2019). A Rasch Analysis of a TPACK Assessment Instrument and Online K-12 Teachers in the United States. In K. Graziano (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 2524-2533). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE). Retrieved July 23, 2019 from .

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