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Development of Survey of Technological Pedagogical and Content Knowledge (TPACK)
ARTICLE

Turkish Online Journal of Educational Technology Volume 10, Number 1, ISSN 1303-6521

Abstract

The purpose of this study is to develop a survey of technological pedagogical and content knowledge (TPACK). The survey consists of seven subscales forming the TPACK model: 1) technology knowledge (TK), 2) pedagogy knowledge (PK), 3) content knowledge (CK), 4) technological pedagogical knowledge (TPK), 5) technological content knowledge (TCK), 6) pedagogical content knowledge (PCK), and 7) TPACK. This study is conducted in five phases: 1) item pool, 2) validity and reliability, 3) discriminant validity, 4) test-retest reliability, and 5) translation of the TPACK survey. To examine language equivalence, both Turkish and English versions of the TPACK survey are administered to preservice teachers studying English language education. It is determined the questionnaire meets the language equivalence. Results demonstrate the TPACK survey is a valid and reliable measure. (Contains 1 figure and 6 tables.)

Citation

Sahin, I. (2011). Development of Survey of Technological Pedagogical and Content Knowledge (TPACK). Turkish Online Journal of Educational Technology, 10(1), 97-105. Retrieved April 20, 2019 from .

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Keywords

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Cited By

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    Mohammed Debbagh & W. Monty Jones, Virginia Commonwealth University, United States, United States

    Journal of Educational Multimedia and Hypermedia Vol. 27, No. 1 (January 2018) pp. 43–62

  2. Examining English Language Teachers’ TPACK in Oral Communication Skills Teaching

    Mohammed Debbagh & W. Monty Jones, Virginia Commonwealth University, United States, United States

    EdMedia + Innovate Learning 2017 (Jun 20, 2017) pp. 739–751

  3. TPACK Assessment in English Language Arts for Teachers of English as a Foreign Language

    Amber Yayin Wang, National Taichung University of Education, Taiwan

    EdMedia + Innovate Learning 2016 (Jun 28, 2016) pp. 1082–1087

  4. MtEceK - A Project to Investigate Teacher Knowledge of Early Childhood Teachers in Hong Kong

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    Society for Information Technology & Teacher Education International Conference 2016 (Mar 21, 2016) pp. 1450–1453

  5. Views of Social Science Teachers and Preservice Teachers on their TPACK Perceptions

    Ozkan Akman, Cemal Guven, S. Ahmet Kiray & Ismail Celik, Necmettin Erbakan University, Turkey

    Society for Information Technology & Teacher Education International Conference 2015 (Mar 02, 2015) pp. 3032–3039

  6. Exploring the TPACK of Taiwanese secondary school science teachers using a new contextualized TPACK model

    Syh-Jong Jang & Meng-Fang Tsai, Chung-Yuan Christian University

    Australasian Journal of Educational Technology Vol. 29, No. 4 (Sep 22, 2013)

  7. Effective Technology Integration in the Secondary English Classroom: A Planning Guide for Teachers

    Kathryn Caprino, University of North Carolina at Chapel Hill, United States

    Society for Information Technology & Teacher Education International Conference 2014 (Mar 17, 2014) pp. 1969–1973

  8. Using Structured Interviews to Assess Experienced Teachers’ TPACK

    Judi Harris, College of William & Mary, United States; Neal Grandgenett, University of Nebraska at Omaha, United States; Mark Hofer, College of William & Mary, United States

    Society for Information Technology & Teacher Education International Conference 2012 (Mar 05, 2012) pp. 4696–4703

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