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Testing a TPACK-Based Technology Integration Observation Instrument PROCEEDINGS

, College of William and Mary, United States ; , University of Nebraska at Omaha, United States ; , College of William and Mary, United States ; , University of Kentucky, 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

Abstract

Teachers’ knowledge for technology integration – conceptualized as technological pedagogical content knowledge, or TPACK (Mishra & Koehler 2006) – is difficult to discern, much less assess. Given the complexity, situatedness and interdependence of the types of knowledge represented by the TPACK construct, well-triangulated ways to assess demonstrated technology integration knowledge are needed. In 2009, three of the authors created and tested a rubric that was found to be a valid and reliable instrument to assess the TPACK evident in teachers’ written lesson plans (Harris, Grandgenett & Hofer 2010). We have now also developed a TPACK-based observation rubric that testing has shown to be robust. The instrument’s interrater reliability coefficient (.802) was computed using both Intraclass Correlation and a percent score agreement (90.8%) procedure. Internal consistency (Cronbach’s Alpha) was .914. Test-retest reliability (score agreement) was 93.9%.

Citation

Hofer, M., Grandgenett, N., Harris, J. & Swan, K. (2011). Testing a TPACK-Based Technology Integration Observation Instrument. In M. Koehler & P. Mishra (Eds.), Proceedings of SITE 2011--Society for Information Technology & Teacher Education International Conference (pp. 4352-4359). Nashville, Tennessee, USA: Association for the Advancement of Computing in Education (AACE). Retrieved September 23, 2017 from .

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