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Exploring Relationships among TPACK Components and Development of the TPACK Instrument
ARTICLE

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Education and Information Technologies Volume 20, Number 2, ISSN 1360-2357

Abstract

Educators' interest in technological pedagogical content knowledge (TPACK) has been increasing. In parallel with implementations of TPACK-based activities taking place in different settings, efforts for assessing effectiveness of those activities and understanding the overall TPACK framework have also been under investigation. In this study, the main purpose has been placed on understanding the TPACK framework and its dynamics that contribute to effective TPACK development. More specifically, through preservice teachers' experiences we have explored the nature of relationships among the TPACK components. To do this, a TPACK instrument was developed and the data were analyzed by using multi-stage approaches. Results briefly indicated that all correlations among the components were significant. In the structural equation modeling analyses, TPK and TCK's impact were statistically powerful contributors to explaining TPACK variance. In addition, and most important, our results suggest that second-level knowledge basis (TPK, TCK, PCK) had a stronger impact than core knowledge basis on predicting TPACK development. TCK in the structural model stands out as the mediator knowledge base. Finally, indirect relationships among some of the TPACK components were found to be of considerable importance.

Citation

Pamuk, S., Ergun, M., Cakir, R., Yilmaz, H.B. & Ayas, C. (2015). Exploring Relationships among TPACK Components and Development of the TPACK Instrument. Education and Information Technologies, 20(2), 241-263. Retrieved December 15, 2018 from .

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Cited By

  1. The Role of a Mentor Teacher’s TPACK in Preservice Teachers’ Intentions to Integrate Technology

    Michael Nelson, The Ohio State University, United States

    Journal of Technology and Teacher Education Vol. 25, No. 4 (October 2017) pp. 449–473

  2. Preparing for Infusion: Emergence of a Model for Faculty TPACK Development

    Daniel Mourlam, University of South Dakota, United States

    Journal of Technology and Teacher Education Vol. 25, No. 3 (July 2017) pp. 301–325

  3. Early Career Teacher Candidate TPACK Development: Implementation of a Learning Activity Types Short Course

    Daniel Mourlam & Heather Bleecker, University of South Dakota, United States

    Society for Information Technology & Teacher Education International Conference 2017 (Mar 05, 2017) pp. 2404–2409

  4. Developing Content Methods Faculty and Teacher Candidate Technological, Pedagogical, Content Knowledge through Faculty Development: Exploration of a Design-Based Approach

    Daniel Mourlam, University of South Dakota, United States

    Society for Information Technology & Teacher Education International Conference 2016 (Mar 21, 2016) pp. 2976–2983

  5. Evaluating a Program of Teacher Training in Educational Technology and STEM Using Two Measures of TPACK

    Stephen Adams & Elaine Bernal, California State University, Long Beach, United States

    Society for Information Technology & Teacher Education International Conference 2016 (Mar 21, 2016) pp. 2783–2789

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