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We Aren’t There Yet: A Progression of Literature on TPACK Measures to Assess Technology Integration
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, , Arizona State University, United States

Society for Information Technology & Teacher Education International Conference, in Las Vegas, NV, United States ISBN 978-1-939797-37-7 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

Technological, Pedagogical, and Content Knowledge (TPACK) is a widely-accepted framework for defining, conceptually, the interrelated skills required of teachers who effectively integrate technology. Research using the TPACK framework has proliferated in the literature over the past decade, including processes and instruments to assess this concept. Some of the researchers involved with the development of TPACK published an extensive report of how empirical studies up to 2010 addressed validity and reliability. Since then, researchers have more precisely defined TPACK and have developed additional ways to assess teachers’ knowledge of TPACK including self-report measures, open-ended questionnaires, performance assessments, interviews, and observations. The purpose of this manuscript is to provide a selective review of the progression of TPACK measurement instruments since 2009. This paper ends with a call for researchers to continue efforts to develop effective measures of technology integration, to address limitations of current measures, and to more thoroughly identify and assess teachers’ trajectories in learning to teach with technology.

Citation

Su, M. & Foulger, T. (2019). We Aren’t There Yet: A Progression of Literature on TPACK Measures to Assess Technology Integration. In K. Graziano (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 2534-2542). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE). Retrieved May 20, 2019 from .

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