An examination of the relationship between preservice teachers' level of technology integration self-efficacy (TISE) and level of technological pedagogical content knowledge (TPACK)
Eric J. Nathan, University of Houston, United States
University of Houston . Awarded
The purpose of this study was to examine and identify the relationship between preservice teachers' level of technology integration self-efficacy (TISE) and their level of technological pedagogical content knowledge (TPACK). Survey responses were solicited from 197 preservice teachers who are Interdisciplinary Studies Majors in the Quality Urban Education for Students and Teachers (QUEST) program at the University of Houston (UH). The preservice teachers are all pursuing EC-6 and 4-8 certifications, which includes elementary and middle grade levels. All participants responded to a survey designed to assess their technology integration confidence and knowledge. The QUEST program, like many teacher education programs, focuses on preparing preservice teachers to enter future technology-based teaching and learning environments.
The two constructs TISE and TPACK were used to explore preservice teachers' technology integration confidence and knowledge levels. The preservice teachers' level of TISE and level of TPACK were the primary variables of interest in this study. These variables are important because T1SE and TPACK are measurable factors that play influential roles in preservice teachers' technology integration performances.
The variables used in this quantitative study, level of TISE and level of TPACK, were measured using items from existing TISE and TPACK surveys. The items from both the Technology Integration for Self-Efficacy Scale (Perkmen, 2008) and the Survey of Preservice Teachers’ Knowledge of Teaching and Technology (Schmidt, Baran, Thompson, Mishra, Koehler, and Shin, 2009) were combined to create a survey instrument consisting of 63 items using a Likert 5-point scale. The resulting survey instrument, the TISE/TPACK Survey, was used to collect the data in this study. The data were analyzed using descriptive and inferential statistics. The results from this research study showed a moderate relationship between the preservice teachers' levels of TISE and TPACK. However, this researcher recommends ongoing assessments of preservice teachers' level of TISE and TPACK in order to better understand the influence of these two intrinsic factors have on preservice teachers' technology integration performance outcomes.
Nathan, E.J. An examination of the relationship between preservice teachers' level of technology integration self-efficacy (TISE) and level of technological pedagogical content knowledge (TPACK). Ph.D. thesis, University of Houston.
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