You are here:

Teachers’ assessment of TPACK: Where are we and what is needed?

, University of Twente, Netherlands ; , University of Central Missouri, United States ; , , University of Michigan, United States ; , , , , Iowa State University, United States ; , , , , University of Twente, Netherlands ; , Edith Stein University of Applied Sciences, Netherlands ; , University of Ghent, Belgium ; , Global Challenge, United States

Society for Information Technology & Teacher Education International Conference, in Nashville, Tennessee, USA ISBN 978-1-880094-84-6 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA


Technological Pedagogical Content Knowledge (TPACK) has emerged as a useful conceptual framework for understanding the teachers’ knowledge base needed for effectively teaching with technology. The symposium aims to further our thinking about TPACK as a conceptual framework and to relate TPACK as the teachers’ knowledge base for teaching with technology to factors affecting teachers’ adoption of technology. Various ways (self-report data, observations, tests) to assess teachers’ TPACK and adoption of technology will be presented.


Voogt, J., Shin, T., Mishra, P., Koehler, M., Schmidt, D., Baran, E., Thompson, A., Wang, W., Alayyar, G., Fisser, P., Agyei, D., Ormel, B., Velthuis, C., Tondeur, J. & Gibson, D. (2011). Teachers’ assessment of TPACK: Where are we and what is needed?. In M. Koehler & P. Mishra (Eds.), Proceedings of SITE 2011--Society for Information Technology & Teacher Education International Conference (pp. 4422-4426). Nashville, Tennessee, USA: Association for the Advancement of Computing in Education (AACE). Retrieved March 24, 2019 from .

View References & Citations Map


  1. Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological-4425 DASHDASH
  2. Archambault, L., & Crippen, K. (2009). Examining TPACK among K-12 online distance educators in the United States. Contemporary Issues in Technology and Teacher Education, 9(1),71-88.
  3. Ertmer, P.A. (2005). Teacher pedagogical beliefs: The final frontier in our quest for technology integration? Educational Technology Research and Development, 53, 4, 25-39.
  4. Knezek, G.A., & Christensen, R. (2008). The importance of Information Technology attitudes and competencies in primary and secondary education. In J. Voogt, & G. Knezek (Eds.), International handbook of information technology in primary and secondary education (pp. 321-331). New York: Springer.
  5. Niederhauser, D.S., & Stoddart, T. (2001). Teachers’ instructional perspectives and use of educational software. Teaching and Teacher Education, 17, 15–31.
  6. Riggs, I.M., & Enochs, L.G. (1990). Toward the development of an elementary teacher's science teaching efficacy belief instrument. Science Education, 74(6), 625-637.
  7. Schmidt, D.A., Baran, E., Thompson, A.D., Mishra, P., Koehler, M., Shin, T.S. (2009). Technological Pedagogical Content Knowledge (TPACK): The development and validation of an assessment instrument for pre-service teachers. Journal of Research in Teacher Education, 42, 2, 123-149.
  8. So, H.J., & Kim, B. (2009). Learning about problem based learning: Student teachers integrating technology, pedagogy and content knowledge. Australasian Journal of Educational Technology, 25(1), 101-116.
  9. Tondeur,J., Hermans,R., van Braak, J., & Valcke, M. (2008), Exploring the link between teachers’ educational belief profiles and different types of computer use in the classroom. Computers in Human Behavior 24, 2541–2553.

These references have been extracted automatically and may have some errors. If you see a mistake in the references above, please contact