Society for Information Technology & Teacher Education International Conference, in Charleston, SC, USA ISBN 978-1-880094-67-9 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
With the ubiquitous nature of the Internet, web-based surveys are becoming increasingly popular. In addition to being low cost, Web-based surveys have the advantage of format and response control, being able to offer multiple response cycles, and the convenience of having responses automatically collected via a database application to reduce data entry error. Using a Web-based survey methodology (Dillman, 2007), this study examined a national sample of 596 K-12 online teachers and measured their knowledge with respect to three key domains as described by the TPACK framework: technology, pedagogy, content, and the combination of each of these areas. Findings indicated that knowledge ratings are highest among the domains of pedagogy, content, and pedagogical content.
Archambault, L. & Oh-Young, C. (2009). Putting the T in PCK: Exploring the Nature of the TPACK Framework Among K-12 Online Educators Using a Web-Based Survey. In I. Gibson, R. Weber, K. McFerrin, R. Carlsen & D. Willis (Eds.), Proceedings of SITE 2009--Society for Information Technology & Teacher Education International Conference (pp. 4008-4014). Charleston, SC, USA: Association for the Advancement of Computing in Education (AACE). Retrieved March 19, 2019 from https://www.learntechlib.org/primary/p/31285/.
- Andrews, D., Nonnecke, B., & Preece, J. (2003). Electronic survey methodology: A case study in reaching hard to involve internet users. International Journal of Human-Computer Interaction, 16(2), 185-210.
- Dillman, D.A. (2007). Mail and internet surveys: The tailored design method (Second ed.). New York: Wiley.
- Fowler, J. (2002). Survey research methods (3rd ed.). Newbury Park, CA: SAGE.
- Koehler, M., & Mishra, P. (2005). What happens when teachers design educational technology? The development of technological pedagogical content knowledge. Journal of Educational Computing Research, 32(2), 131152.
- Mishra, P., & Koehler, M. (2006). Technological pedagogical content knowledge: A framework for integrating technology in teacher knowledge. Teachers College Record, 108(6), 1017-1054.
- Patton, M.Q. (1990). Qualitative Evaluation and Research Methods (2nd ed.). Newbury Park, CA: Sage Publications, Inc.
- Shulman, L. (1986). Paradigms and research programs in the study of teaching: A contemporary perspective. In M.C. Wittrock (Ed.), Handbook of research on teaching (3rd ed., pp. 3-36). New York: MacMillan.
- Watson, J. (2005). Keeping pace with k-12 online learning: A review of state-level policy and practice. Naperville, IL: Learning Point Associates.
These references have been extracted automatically and may have some errors. If you see a mistake in the references above, please contact email@example.com.
Nicolette Burgoyne, Charles R. Graham & Richard Sudweeks, Brigham Young University, United States
Society for Information Technology & Teacher Education International Conference 2010 (Mar 29, 2010) pp. 3787–3794
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact firstname.lastname@example.org.