Tessellations in TPACK: Comparing Technological Pedagogical Content Knowledge Levels Among K-12 Online and Traditional Teachers
Kent Sabo, Leanna Archambault, Arizona State University, United States
Society for Information Technology & Teacher Education International Conference, in Austin, Texas, USA ISBN 978-1-880094-92-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
Most studies on technology in teacher education feature undergraduate preservice teachers and inservice teachers as their participants. Comparatively few studies focus on graduate education students. Therefore, the purpose of this study was to explore and describe graduate education students’ TPACK levels and compare their levels to those of K-12 online teachers. A modified version of Archambault and Crippen’s (2009) TPACK instrument was administered to 58 graduate education students enrolled in an educational technology integration course. Analysis revealed that graduate students felt most confident in Pedagogy, PCK and Content, showing similar patterns as online teachers. However, graduate students scored significantly lower than online teachers on each of the TPACK survey sub-scales, with the largest mean differences on the TPK, TPACK and TCK sub-scales. These differences highlight the importance of studying TPACK in various teacher groups to be able to appropriately address distinct needs.
Sabo, K. & Archambault, L. (2012). Tessellations in TPACK: Comparing Technological Pedagogical Content Knowledge Levels Among K-12 Online and Traditional Teachers. In P. Resta (Ed.), Proceedings of SITE 2012--Society for Information Technology & Teacher Education International Conference (pp. 4751-4756). Austin, Texas, USA: Association for the Advancement of Computing in Education (AACE).