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Assessing New Zealand high school science teachers’ technological pedagogical content knowledge
ARTICLE

, University of Cape Coast, New Zealand ; , , University of Canterbury, New Zealand

JCMST Volume 34, Number 3, ISSN 0731-9258 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

Abstract

Technological pedagogical content knowledge (TPACK) is the knowledge required for effective technology integration in teaching. In this study, New Zealand high school science teachers’ TPACK was assessed through an online survey. The data and its analysis revealed that New Zealand’s high school science teachers in general had a high perception of their understanding of TPACK and its related constructs. Science teachers had high mean scores on all the constructs of technological knowledge. This indicated that science teachers in New Zealand perceived themselves as being able to teach with technology effectively. Correlation analysis revealed that all six constructs correlated significantly with TPCK. Multiple and stepwise regression analyses revealed that TPK and TCK made statistically significant unique contributions to TPCK.

Citation

Owusu, K.A., Conner, L. & Astall, C. (2015). Assessing New Zealand high school science teachers’ technological pedagogical content knowledge. Journal of Computers in Mathematics and Science Teaching, 34(3), 345-373. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE). Retrieved December 15, 2019 from .

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