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A construct map for TPACK: developing an empirically derived description of increasing TPACK proficiency
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, Monash University, Australia ; , Australian Council for Educational Research, Australia ; , Michigan State University, United States ; , Monash University, Australia

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

Over the last ten years, the TPACK model has had a major influence on research into technology integration in education and been adopted for research across a wide variety of contexts. While this research has provided a valuable contribution to our understanding of professional knowledge of teachers, the TPACK construct, like the PCK construct on which it is based, remains in flux. Researchers continue to explore key questions about the definition of TPACK and its components, boundaries between the TPACK components, the transformative or integrative nature of TPACK components, and the validity of TPACK measurement. This paper uses a measurement lens to focus on the description of the TPACK construct. It demonstrates how a ‘construct map’ for TPACK, which describes increasing proficiency in TPACK, can be developed using empirical data gathered from a TPACK survey tool.

Citation

Saubern, R., Urbach, D., Koehler, M. & Phillips, M. (2019). A construct map for TPACK: developing an empirically derived description of increasing TPACK proficiency. In K. Graziano (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 2508-2516). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE). Retrieved December 12, 2019 from .

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