Technological Pedagogical Content Knowledge (TPACK)

TLDR

TPACK, derived from Shulman’s Pedagogical Content Knowledge, provides a framework for understanding technology use goals in preservice teacher education. This study develops a survey instrument to assess preservice teachers’ TPACK. The authors created the survey, piloted it with 124 preservice teachers, and analyzed responses using Cronbach’s alpha and factor analysis across TPACK domains. The pilot results, after removing or revising 18 items, demonstrate that the survey is a reliable and valid tool for longitudinally tracking preservice teachers’ TPACK development.

Abstract

Based in Shulman’s idea of Pedagogical Content Knowledge, Technological Pedagogical Content Knowledge (TPACK) has emerged as a useful frame for describing and understanding the goals for technology use in preservice teacher education. This paper addresses the need for a survey instrument designed to assess TPACK for preservice teachers. The paper describes survey development process and results from a pilot study on 124 preservice teachers. Data analysis procedures included Cronbach’s alpha statistics on the TPACK knowledge domains and factor analysis for each domain. Results suggest that, with the modification and/or deletion of 18 of the survey items, the survey is a reliable and valid instrument that will help educators design longitudinal studies to assess preservice teachers’ development of TPACK.