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TPCK, Computer Use, and Computer Access: A complex relationship
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, Stanford University, United States

Society for Information Technology & Teacher Education International Conference, in Austin, Texas, USA ISBN 978-1-880094-92-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

This paper explores the relationship of accomplished teachers’ self-ratings of their TPCK with their use of technology with students. These teachers, from across subject areas and grade levels and with a wide range of experience, provided information about the frequency and breadth of their technology use with students. Although there was a small positive relationship with frequency of computer use, a stronger relationship was found with teachers’ exploration of a range of activities in class. Teachers with higher TPCK self-ratings were likely to have explored a greater breadth of activities related to 21st century skills with their students. Further analyses showed that the relationship between TPCK and frequency was more impacted by the availability of computers than was the relationship with exploration. The interpretation of TPCK self-rating as an indicator of adaptive expertise is explored.

Citation

Forssell, K. (2012). TPCK, Computer Use, and Computer Access: A complex relationship. In P. Resta (Ed.), Proceedings of SITE 2012--Society for Information Technology & Teacher Education International Conference (pp. 2786-2792). Austin, Texas, USA: Association for the Advancement of Computing in Education (AACE). Retrieved November 18, 2019 from .

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