Analysis of the Relations among the Components of Technological Pedagogical and Content Knowledge (Tpack): A Structural Equation Model

Abstract

In the current study, the model of technological pedagogical and content knowledge (TPACK) is used as the theoretical framework in the process of data collection and interpretation of the results. This study analyzes the perceptions of 744 undergraduate students regarding their TPACK levels measured by responses to a survey developed by Sahin (2011). The survey contains seven subscales: Technology knowledge (TK), pedagogy knowledge (PK), content knowledge (CK), technological pedagogy knowledge (TPK), technological content knowledge (TCK), pedagogical content knowledge (PCK), and technological pedagogical and content knowledge (TPACK). These seven subscales form the seven variables of the study. The findings show that teacher candidates with more technology knowledge will have more knowledge in pedagogy and content. Also, pedagogy seems as the only variable that is significantly related to all of the variables presented in the TPACK model. This result suggests that pedagogy is the core knowledge of the TPACK. In the study, technology and content knowledge domains influence the TPACK indirectly. Moreover, only the dyadic knowledge components including the content knowledge are related the TPACK.

Get full access to this article

View all access options for this article.

References

Anderson

(2008). Towards a theory of online learning. In Anderson

(Ed.), Theory and practice of online learning (2nd ed.; pp. 45–74). Athabasca University: AUPress.

Angeli

(2005). Transforming a teacher education method course through technology: Effects on preservice teachers' technology competency. Computers and Education, 45, 383–398.

Arce

Bodner

G. M.

Hutchinson

(2014). A study of the impact of inquiry-based professional development experiences on the beliefs of intermediate science teachers about “best practices” for classroom teaching. International Journal of Education in Mathematics, Science and Technology (IJEMST), 2(2), 85–95.

Barlow

A. T.

McCrory

M. R.

Blessing

(2013). Classroom observations and reflections: Using online streaming video as a tool for overcoming barriers and engaging in critical thinking. International Journal of Education in Mathematics, Science and Technology (IJEMST), 1(4), 238–258.

Barron

A. E.

Orwig

G. W.

Ivers

Lilavois

(2002). Technologies for educators: A practical guide (4th ed.). Englewood, CO: Libraries Unlimited.

Bass

(2000). Technology, evaluation, and the visibility of teaching and learning. New Directions for Teaching and Learning, 83, 35–50.

Bell

R. L.

Maeng

J. L.

Binns

I. C.

(2013). Learning in context: Technology integration in a teacher preparation program informed by situated learning theory. Journal of Research in Science Teaching, 50(3), 348–379.

Brantley-Dias

Ertmer

P. A.

(2013). Goldilocks and TPACK: Is the construct “just right?” Journal of Research on Technology in Education, 46(2), 103–128.

Brantley-Dias

Kinuthia

Shoffner

M. B.

DeCastro

Rigole

(2007). Developing pedagogical technology integration content knowledge in preservice teachers: A case study approach. Journal of Research on Computing in Teacher Education, 23(4), 143–149.

10.

Bull

Willis

Bell

(2000). A user's guide to the CITE journal. Contemporary Issues in Technology and Teacher Education, 1(1), 4–8.

11.

Canbazoğlu

Demirelli

Kavak

(2010). Fen bilgisi öğretmen adaylarinin maddenin tanecikli yapisi ünitesine ait konu alan bilgileri ile pedagojik alan bilgileri arasindaki ilişkinin incelenmesi. Ilkögretim Online, 9(1), 275–291.

12.

Carter

D. S.

(1997). Information and communication technology in the professional practice of beginning teachers. Journal of Education for Teaching, 23, 3294–3296.

13.

Cavanagh

S. E.

(2009). Elementary teachers' knowledge, attitude, and practices toward technology education: Effects of the i³ project. Doctoral dissertation, Indiana University of Pennsylvania.

14.

Cavanagh

R. F.

Koehler

M. J.

(2013). A turn toward specifying validity criteria in the measurement of Technological Pedagogical Content Knowledge (TPACK). Journal of Research on Technology in Education, 46(2), 129–148.

15.

Cohen

D. K.

McLaughlin

M. W.

Talbert

J. E.

(1993). Teaching for understanding: Challenges for policy and practice. San Francisco, CA: Jossey-Boss.

16.

Cunningham

Lachapelle

Lindgren-Streicher

(2006). Elementary teachers' understandings of engineering and technology. In Proceedings of the American society for engineering education annual conference & exposition, Chicago, IL.

17.

Davis

Preston

Sahin

(2009). Training teachers to use new technologies impacts multiple ecologies: Evidence from a national initiative. British Journal of Educational Technology, 40(5), 861–878.

18.

Dawson

Pringle

Adams

T. L.

(2003). Providing links between technology integration, methods courses, and school-based field experiences: A curriculum-based and technology-enhanced microteaching. Journal of Computing in Teacher Education, 20(1), 41–47.

19.

DelTufo

(2000). A descriptive study of uses of computer technology in physical education teacher education programs. Doctor of Education Dissertation, Teachers College, Columbia University, New York.

20.

Demir

Bozkurt

(2011). Primary mathematics teachers' views about their competencies concerning the integration of technology. Elementary Education Online, 10(3), 850–860.

21.

Earle

R. S.

(2002). The integration of instructional technology into public education: Promises and challenges. Educational Technology, 42(1), 5–13.

22.

Ertmer

(2003). Transforming teacher education: Visions and strategies. Educational Technology Research and Development, 51(1), 124–128.

23.

Ertmer

P. A.

Gopalakrishnan

Ross

E. M.

(2001). Technology-using teachers. Journal of Research on Computing in Education, 33(5), 1–26.

24.

Ferdig

R. E.

(2006). Assessing technologies for teaching and learning: Understanding the importance of technological pedagogical content knowledge. British Journal of Educational Technology, 37(5), 749–760. doi: 10.1111/j.1467-8535.2006.00559.x

25.

Francis

(2011). What makes preservice teachers trust digital technology? In Koehler

Mishra

(Eds.), Proceedings of society for information technology & teacher education international conference (pp. 1484–1491). Chesapeake, VA: AACE.

26.

Francis

Mishra

(2008). Why do some teachers trust digital technologies and others don't? In McFerrin

(Eds.), Proceedings of society for information technology & teacher education international conference (pp. 3749–3751). Chesapeake, VA: AACE.

27.

Garrett

(2014). Adult students' open interactions with technology: Mediating higher-level thinking. International Journal of Education in Mathematics, Science and Technology (IJEMST), 2(1), 1–10.

28.

Gömleksiz

M. N.

Fidan

E. K.

(2011). Pedagojik formasyon programi öğrencilerinin web pedagojik içerik bilgisine ilişkin öz-yeterlik algi düzeyleri. Turkish Studies–International Periodical for the Languages, Literature and History of Turkish or Turkic, 6(4), 593–620.

29.

Handler

M. G.

(1993). Preparing new teachers to use computer technology: Perceptions and suggestions for teacher educators. Computers & Education, 20(2), 147–156.

30.

Harris

Grandgenett

Hofer

M. J.

(2010). Testing a TPACK-based technology integration assessment rubric. In Crawford

Willis

D. A.

Carlesen

Gibson

McFerrin

Price

Weber

(Eds.), Proceedings of the Society for Information Technology & Teacher Education International Conference (pp. 3833–3840). Chesapeake, VA: AACE.

31.

Harris

Hofer

M. J.

(2011). Technological pedagogical content knowledge (TPACK) in action: A descriptive study of secondary teachers' curriculum-based, technology-related instructional planning. Journal of Research on Technology in Education, 43, 211–229.

32.

Hasselbring

Barron

Risko

(2000). Literature review: Technology to support teacher development. Presented at the national partnership for excellence and accountability in teaching (NPEAT).

33.

Hew

K. F.

Brush

(2007). Integrating technology into K-12 teaching and learning: Current knowledge gaps and recommendations for future research. Educational Technology Research and Development, 55, 223–252.

34.

Hofer

Swan

K. O.

(2008). Technological pedagogical content knowledge in action: A case study of a middle school digital documentary project. Journal of Research on Technology in Education, 41(2), 179–200.

35.

Bentler

P. M.

(1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6(1), 1–55.

36.

Hughes

(2005). The role of teacher knowledge and learning experiences in forming Technology-Integrated Pedagogy. Journal of Technology and Teacher Education, 13(2), 277–302.

37.

ITEA. (2000). Standards for technological literacy: Content for the study of technology. Reston, VA: International Technology Education Association.

38.

Jang

S. J.

(2003). The action research of a teacher education course of asynchronous learning network: A constructivist view. Chung-Yuan Journal, 31(4), 391–402.

39.

Jöreskog

K. G.

Sörbom

(1984). LISREL–VI user's guide (3rd ed.). Mooresville, IN: Scientific Software.

40.

Kay

R. H.

(2006). Evaluating strategies used to incorporate technology into preservice education: A review of the literature. Journal of Research on Technology in Education, 38, 383–408.

41.

Keehley

Abercrombie

(2008). Benchmarking in the public and nonprofit sectors: Best practices for achieving performance breakthroughs. San Francisco, CA: Jossey-Bass.

42.

Kim

M. K.

Lee

Spector

J. M.

DeMeester

(2013). Teacher beliefs and technology integration. Teaching and Teacher Education, 29, 76–85.

43.

Kinuthia

Brantley-Dias

Clarke

A. J.

(2010). Development of pedagogical technology integration content knowledge in preparing mathematics preservice teachers: The role of instructional case analyses and reflection. Journal of Technology and Teacher Education, 18, 645–669.

44.

Koehler

M. J.

Mishra

(2005). What happens when teachers design educational technology? The development of technological pedagogical content knowledge. Journal of Educational Computing Research, 32(2), 131–152.

45.

Koehler

M. J.

Mishra

(2008). “Introducing TPCK.” In AACTE Committee on Innovation and Technology (Eds.), The handbook of technological pedagogical content knowledge for teaching and teacher educators (pp. 3–29). Mahwah, NJ: Lawrence Erlbaum Associates.

46.

Koehler

M. J.

Mishra

(2009). What is technological pedagogical content knowledge? Contemporary Issues in Technology and Teacher Education, 9(1), 60–70.

47.

Koehler

M. J.

Mishra

Yahya

(2007). Tracing the development of teacher knowledge in a design seminar: Integrating content, pedagogy and technology. Computers & Education, 49, 740–762.

48.

Kuşkaya-Mumcu

Haşlaman

Usluel

Y. K.

(2008). Teknolojik pedagojik içerik bilgisi modeli çerçevesinde etkili teknoloji entegrasyonunun göstergeleri. International Educational Technology Conference (IECT), 6–8 Mayis, Eskişehir: Anadolu Üniversitesi.

49.

Lawless

K. A.

Pellegrino

J. W.

(2007). Professional development in integrating technology into teaching and learning: Knowns, unknowns, and ways to pursue better questions and answers. Review of Educational Research, 77(4), 575–614.

50.

Margerum-Leys

Marx

R. W.

(2002). Teacher knowledge of educational technology: A case study of student/mentor teacher pairs. Journal of Educational Computing Research, 26(4), 427–462.

51.

Martin

Diaz

Sancristobal

Gil

Castro

Peire

(2011). New technology trends in education: Seven years of forecasts and convergence. Computers & Education, 57(3), 1893–1906.

52.

McGowen

P. M.

(2003). The utilization of technology in physical education teacher education programs. Masters of Science thesis, Springfield College, Springfield Massachusetts.

53.

Means

(1998). Models and prospects for bringing technology-supported educational reform to scale. Paper presented at the American Educational Research Association, San Diego, CA.

54.

Milken Exchange and the International Society for Technology in Education. (1999). Will new teachers be prepared to teach in a digital age? Santa Monica, CA: Milken Family Foundation.

55.

Mishra

Koehler

M. J.

(2006). Technological pedagogical content knowledge: A framework for teacher knowledge. The Teachers College Record, 108(6), 1017–1054.

56.

Mishra

Koehler

M. J.

(2008). Introducing technological pedagogical content knowledge. Paper presented at the annual meeting of the American Educational Research Association, New York City, NY.

57.

Moursund

Bielefeldt

(1999). Will new teachers be prepared to teach in a digital age? A national survey on information technology in teacher education. Santa Monica, CA: Milken Family Foundation.

58.

Mouza

Karchmer-Klein

(2013). Promoting and assessing pre-service teachers' technological pedagogical content knowledge (TPACK) in the context of case development. Journal of Educational Computing Research 48(2), 127–152.

59.

Munday

Windham

Stamper

(1991). Technology for learning: Are teachers being prepared? Educational Technology, 31(3), 29–31.

60.

National Council for the Accreditation of Teacher Education (NCATE). (1997). Technology and teacher education: New standards. Washington, DC: National Council for Accreditation of Teacher Education.

61.

National Council for the Accreditation of Teacher Education (NCATE). (2006). Professional standards for the accreditation of schools, colleges, and departments of education. Washington, DC: National Council for Accreditation of Teacher Education.

62.

National Technology Leadership Summit. (2007). NTLS meeting, October 2007. Retrieved April 01, 2014 from http://www.tpack.org

63.

Niess

M. L.

(2005). Preparing teachers to teach science and mathematics with technology: Developing a technology pedagogical content knowledge. Teaching and Teacher Education, 21(5), 509–523.

64.

OECD. (2010). Inspired by technology, driven by pedagogy: A systemic approach to technology-based school innovations. Santa Catarina: OECD Publishing.

65.

Reeves

T. C.

(2014). Generational differences and the integration of technology in learning, instruction, and performance. In Handbook of research on educational communications and technology (pp. 819–828). New York, NY: Springer.

66.

Park

Oliver

J. S.

(2008). Revisiting the conceptualization of pedagogical content knowledge (PCK): PCK as a conceptual tool to understand teachers as professionals. Research in Science Education, 38(3), 261–284.

67.

Pellegrino

Goldman

Bertenthal

Lawless

(2007). Teacher education and technology: Initial results from the “what works and why” project. Yearbook of the National Society for the Study of Education, 106(2), 52–86.

68.

Picciano

A. G.

(1998). Educational leadership and planning for technology (2nd ed.). USA: Prentice-Hall Inc.

69.

Pierson

M. E.

(2001). Technology integration practice as a function of pedagogical expertise. Journal of Research on Computing in Education, 33(4), 413–429.

70.

Russell

Bebell

O'Dwyer

O'Connor

(2003). Examining teacher technology use: Implications for preservice and inservice teacher preparation. Journal of Teacher Education, 54(4), 297–310.

71.

Şahin

(2011). Development of survey of technological pedagogical and content knowledge (TPACK). Turkish Online Journal of Educational Technology, 10(1), 97–105.

72.

Schmidt

D. A.

Baran

Thompson

A. D.

Koehler

M. J.

Mishra

Shin

(2009). Technological pedagogical content knowledge (TPACK): The development and validation of an assessment instrument for preservice teachers. Journal of Research on Technology in Education, 42(2), 123–149.

73.

Selim

Tatar

Öz

(2009). Matematik öğretmen adaylarinin hazirladiklari öğretim materyallerinin TÖMAB modeli ile incelenmesi. Erzincan Üniversitesi Fen Bilimleri Enstitüsü Dergisi, 2(2), 239–251.

74.

Shin

Koehler

Mishra

Schmidt

Baran

Thompson

(2009). Changing technological pedagogical content knowledge (TPACK) through course experiences. In Crawford

(Eds.), Proceedings of Society for Information Technology and Teacher Education International Conference (pp. 4152–4159). Chesapeake, VA: AACE.

75.

Shulman

L. S.

(1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4–14.

76.

Tanaka

J. S.

Huba

G. J.

(1985). A fit index for covariance structure models under arbitrary GLS estimation. British Journal of Mathematical and Statistical Psychology, 38, 197–201.

77.

Thomas

Cooper

(2000). Teaching technology: A new opportunity for pioneers in teacher education. Journal of Computing in Teacher Education, 17(1), 13–19.

78.

Thompson

A. D.

Mishra

(2007–2008). Breaking news: TPCK becomes TPACK! Journal of Computing in Teacher Education, 24(2), 38–64.

79.

Thompson

A. D.

Schmidt

D. A.

Davis

N. E.

(2003). Technology collaborative for simultaneous renewal in teacher education. Educational Technology Research and Development, 51(1), 124–128.

80.

Trigwell

Prosser

Waterhouse

(1999). Relations between teacher' approaches to teaching and students' approaches to learning. Higer Education, 37, 57–70.

81.

Whitehead

B. M.

Jensen

D. F. N.

Boschee

(2003). Planning for technology: A guide for school administrators, technology coordinators, and curriculum leaders. USA: Corwin Press.

82.

Willis

J. W.

Mehlinger

H. D.

(1996). Information technology and teacher education. In Sikula

Buttery

Guyton

(Eds.), Handbook of research on teacher education (2nd ed.; pp. 978–1029). New York, NY: Simon and Schuster.

83.

Wilson

E. K.

(2003). Preservice secondary social studies teachers and technology integration: What do they think and do in their field experiences. Journal of Computing in Teacher Education, 20(1), 29–39.

84.

Young

J. R.

Young

J. L.

Hamilton

(2013). The use of confidence intervals as a meta-analytic lens to summarize the effects of teacher education technology courses on preservice teacher TPACK. Journal of Research on Technology in Education, 46(2), 149–172.

85.

Yurdakul

I. K.

(2011). Öğretmen adaylarinin teknopedagojik eğitim yeterliklerinin bilgi ve iletişim teknolojilerini kullanimlari açisindan incelenmesi. Hacettepe Üniversitesi Egitim Fakültesi Dergisi, 40, 397–408.