Measuring TPACK in Vietnam: Issues still remain
Kathy Jordan, Huong Dinh, Jennifer Elsden-Clifton, RMIT University, Australia
EdMedia + Innovate Learning, in Montreal, Quebec, Canada ISBN 978-1-939797-16-2 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
Abstract: In recent times, there has been a lot of research interest in the TPACK framework particularly in the United States and Australia, which seeks to explain the knowledge that teachers need to integrate ICT into practice (Abbitt 2011. Measuring teacher TPACK knowledge has become one of the main areas of interest, however a number of theoretical issues around defining the constructs and how these constructs relate to one another have compounded research. This study seeks to contribute to this research by focusing on English as a Foreign Language (EFL) teachers’ self-assessment of their TPACK at Hanoi University Vietnam. It also suggests that there are issues in measurement and that reconceptualization of the framework maybe needed.
Jordan, K., Dinh, H. & Elsden-Clifton, J. (2015). Measuring TPACK in Vietnam: Issues still remain. In S. Carliner, C. Fulford & N. Ostashewski (Eds.), Proceedings of EdMedia 2015--World Conference on Educational Media and Technology (pp. 851-856). Montreal, Quebec, Canada: Association for the Advancement of Computing in Education (AACE).
© 2015 Association for the Advancement of Computing in Education (AACE)
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