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Surveying in-service preschool teachers' technological pedagogical content knowledge
ARTICLE

, National Taiwan University of Science and Technology ; , , Nanyang Technological University ; , , National Taiwan University of Science and Technology

Australasian Journal of Educational Technology Volume 29, Number 4, ISSN 0814-673X Publisher: Australasian Society for Computers in Learning in Tertiary Education

Abstract

Many teachers are reporting that they need to develop more subject-specific applications of educational technology. However, there seems to have been a lack of theoretical frameworks to guide educators in preparing and developing in-service preschool teacher education in the area of educational technology until the recent emergence of the notion of technological pedagogical content knowledge (TPACK). This study utilizes the TPACK survey to explore 366 Taiwanese in-service preschool teachers' technological pedagogical content knowledge. Exploratory factor analyses of the TPACK survey used in this study yielded six scales: Content knowledge (CK), pedagogical knowledge (PK), pedagogical content knowledge (PCK), technological knowledge (TK), a combined factor of technological pedagogical knowledge and technological content knowledge (TPTCK) and technological pedagogical content knowledge (TPCK), respectively. The exploratory factor analyses indicated adequate reliability and validity of the TPACK survey. The correlation analyses revealed that more senior preschool teachers might show a certain degree of resistance toward technology-integrated teaching environments. Further analyses also showed that the preschool teachers with higher education qualifications tended to have more knowledge of technology use and ICT integration in their teaching environment.

Citation

Liang, J.C., Chai, C., Koh, J., Yang, C.J. & Tsai, C.C. (2013). Surveying in-service preschool teachers' technological pedagogical content knowledge. Australasian Journal of Educational Technology, 29(4),. Australasian Society for Computers in Learning in Tertiary Education. Retrieved April 25, 2019 from .

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Cited By

  1. We Aren’t There Yet: A Progression of Literature on TPACK Measures to Assess Technology Integration

    Man Su & Teresa Foulger, Arizona State University, United States

    Society for Information Technology & Teacher Education International Conference 2019 (Mar 18, 2019) pp. 2534–2542

  2. The relations among teacher value beliefs, personal characteristics, and TPACK in intervention and non-intervention settings

    Sheng-Lun Cheng & Kui Xie, The Ohio State University, United States

    Teaching and Teacher Education: An International Journal of Research and Studies Vol. 74, No. 1 (August 2018) pp. 98–113

These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.