Developing a TPCK-SRL Assessment Scheme for Conceptually Advancing Technology in Education
Studies in Educational Evaluation Volume 38, Number 1, ISSN 0191-491X
The present study aimed to: (a) develop a conceptual TPCK-SRL scheme for assessing teachers' integration of self-regulated learning (SRL) considerations while infusing technology into a TPCK classroom context (blending K = knowledge about T = technology, P = pedagogy, and C = content), which reflects all three knowledge components' dynamic interactions with SRL and (b) test this scheme's validity and reliability as a practical tool for measuring effects of teacher education. The scheme was used to assess 9 preservice teachers' lesson designs, collected before and after a course on TPCK Teaching and Learning Methods. At posttest, lesson designs revealed specific, qualitative TPCK-SRL descriptions that referenced TPCK components and SRL considerations ("what", "how", "when", and "why" to infuse technology), thus providing content validity for the scheme. Theoretical, methodological, and practical implications and future research are discussed for using the TPCK-SRL scheme to empower teachers' technological professionalism. (Contains 4 tables and 1 figure.)
Kohen, Z. & Kramarski, B. (2012). Developing a TPCK-SRL Assessment Scheme for Conceptually Advancing Technology in Education. Studies in Educational Evaluation, 38(1), 1-8.
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Karsten Krauskopf, Knowledge Media Research Center, Germany; Karin Forssell, Stanford University, United States
Society for Information Technology & Teacher Education International Conference 2013 (Mar 25, 2013) pp. 2190–2197
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