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Exploring Independence of Five TPACK Domains TK, PK, CK Math, CK Science, and TPACK of Pre-service Special Education Teachers.
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, The Graduate Center, CUNY, United States ; , College of Staten Island, CUNY, United States

AACE Award

Society for Information Technology & Teacher Education International Conference, in Austin, TX, United States ISBN 978-1-939797-27-8 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

This long-term single group study was conducted with pre-service special education elementary teachers taking the graduate level course Integrating Technology in Mathematics and Science Instruction in Special Education and Inclusive Classrooms in a New York City public university. The purpose of this study was a) to explore whether TK, PK, CK (in math and science) and TPACK are independent constructs in TPACK framework, and b) analyze effect of the TPACK-based course on these domains. Confirmatory factor analysis of the study instruments suggests that TPACK construct is independent from TK, PK, and CK (in math and science). The paired sample t-test showed significant gains in teachers' TK, CK (in math), and TPACK, however, there were no significant changes in PK and CK (in science).

Citation

Kaplon-Schilis, A. & Lyublinskaya, I. (2017). Exploring Independence of Five TPACK Domains TK, PK, CK Math, CK Science, and TPACK of Pre-service Special Education Teachers. In P. Resta & S. Smith (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 2367-2375). Austin, TX, United States: Association for the Advancement of Computing in Education (AACE). Retrieved October 18, 2019 from .

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