
Examining TPACK Among K-12 Online Distance Educators in the United States
Article
Leanna Archambault, Arizona State University, United States ; Kent Crippen, University of Nevada Las Vegas, United States
CITE Journal Volume 9, Number 1, ISSN 1528-5804 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA
Abstract
With the increasing popularity and accessibility of the Internet and Internet-based technologies, along with the need for a diverse group of students to have alternative means to complete their education, there is a major push for K-12 schools to offer online courses, resulting in a growing number of online teachers. Using the Tailored Design survey methodology (Dillman, 2007), this study examines a national sample of 596 K-12 online teachers and measures their knowledge with respect to three key domains as described by the TPACK framework: technology, pedagogy, content, and the combination of each of these areas. Findings indicate that knowledge ratings are highest among the domains of pedagogy, content, and pedagogical content, indicating that responding online teachers felt very good about their knowledge related to these domains and were less confident when it comes to technology. Correlations among each of the domains within the TPACK framework revealed a small relationship between the domains of technology and pedagogy, as well as technology and content (.289 and .323, respectively). However, there was a large correlation between pedagogy and content (.690), calling into question the distinctiveness of these domains. This study presents a beginning approach to measuring and defining TPACK among an ever-increasing number of K-12 online teachers.
Citation
Archambault, L. & Crippen, K. (2009). Examining TPACK Among K-12 Online Distance Educators in the United States. Contemporary Issues in Technology and Teacher Education, 9(1), 71-88. Waynesville, NC USA: Society for Information Technology & Teacher Education. Retrieved May 16, 2022 from https://www.learntechlib.org/primary/p/29332/.
© 2009 Society for Information Technology & Teacher Education
Keywords
References
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