TPACK updated to measure pre-service teachers’ twenty-first century skills
Australasian Journal of Educational Technology Volume 33, Number 3, ISSN 0814-673X Publisher: Australasian Society for Computers in Learning in Tertiary Education
Twenty-first century skills have attracted significant attention in recent years. Student of today and the future are expected to have the skills necessary for collaborating, problem solving, creative and innovative thinking, and the ability to take advantage of information and communication technology (ICT) applications. Teachers must be familiar with various pedagogical approaches and the appropriate ways to use ICT to support the development of their students\u2019 twenty-first century skills. The technological pedagogical content knowledge (TPACK) framework provides a theoretical model for studying the ways in which teachers use ICT in education. Still, the TPACK framework faces certain difficulties, especially concerning the instruments currently used for studying TPACK. These challenges are primarily related to the psychometric properties of the instruments and areas of pedagogical knowledge. Within this paper we introduce a new TPACK questionnaire, the TPACK-21 questionnaire which is grounded on twenty-first century skills. The TPACK-21 questionnaire is validated using confirmatory factor analysis (CFA). Results provide a six factor CFA model aligning with the TPACK theoretical framework. Also, the associations among TPACK sub-constructs, and the weak and strong areas of pre-service teachers\u2019 TPACK will be discussed.
Valtonen, T., Sointu, E., Kukkonen, J., Kontkanen, S., Lambert, M. & Mkitalo-Siegl, K. (2017). TPACK updated to measure pre-service teachers’ twenty-first century skills. Australasian Journal of Educational Technology, 33(3),. Australasian Society for Computers in Learning in Tertiary Education.
Cited ByView References & Citations Map
Best of Finland: Perspectives for the Pre-service Teachers’ Readiness to Take Advantage of ICT in Education
Teemu Valtonen, Erkko Sointu & Jari Kukkonen, University of Eastern Finland, Finland; Kati Makitalo, Oulu University, Finland
EdMedia + Innovate Learning 2018 (Jun 25, 2018) pp. 667–674
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