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A performance assessment of teachers’ TPACK using artifacts from digital portfolios PROCEEDINGS

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    • Society for Information Technology & Teacher Education International Conference, in Las Vegas, NV, United States ISBN 978-1-939797-13-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

    Abstract

    Researchers have employed many different methods of measuring teachers’ Technological Pedagogical Content Knowledge (TPACK). Existing measures of TPACK have typically focused on teachers’ self-report of their understanding, and relatively few approaches directly measure teacher performances. Moreover, to date, no performance assessments of teachers’ TPACK have used teachers’ digital portfolios or the work samples (or artifacts) included in teachers’ portfolios. In this paper, we build on our initial attempt (Koehler, Rosenberg, Greenhalgh, Zellner, & Mishra, 2014) to test the validity and reliability of a performance assessment of the TPACK present in teachers’ portfolio artifacts by focusing on two specific types of artifacts: Dream IT (a type of grant proposal) and a sustainable technology initiative. We report the reliability of our attempts to code levels of TPACK evident in these artifacts and discuss the development of more robust performance measures of teachers’ TPACK.

    Citation

    Rosenberg, J., Greenhalgh, S. & Koehler, M. (2015). A performance assessment of teachers’ TPACK using artifacts from digital portfolios. In D. Rutledge & D. Slykhuis (Eds.), Proceedings of SITE 2015--Society for Information Technology & Teacher Education International Conference (pp. 3390-3397). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE). Retrieved September 19, 2018 from .

    © 2015 Association for the Advancement of Computing in Education (AACE)

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    References

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