TPACK – UDL Scale for Science Teachers: Construction, Validation, and Reliability (original) (raw)
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Jurnal Pendidikan Sains Dan Matematik Malaysia, 2017
The TPACK framework represents the knowledge needed by teachers bringing together content knowledge, technological knowledge and pedagogical knowledge with the aim of integrating ICTs into teaching-learning processes. The aim of this study is to addresses the need for a survey instrument designed to assess TPACK for primary science teachers in Malaysia. The paper describes survey development process and results from 220 prımary science teachers in Malaysia (Female= 106, Male= 104). Data were collected through “Technological Pedagogical and Content Knowledge” (TPACK) scale. The questionnaire consisted of 47 questions within 7 factors about TPACK and is based on the survey instrument developed by Schmidt et al., (2009). 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 5 of the survey items, the survey is a reliable and valid instrument that wi...
Science Teachers Perceptions of Technological Pedagogical Content Knowledge (TPACK) in Urban Area
Proceedings of Malikussaleh International Conference on Multidisciplinary Studies (MICoMS)
The ability of teachers' TPCK is an important factor that determines the success of improving the quality of education in urban area. The purpose of this study was to find out the perception TPCK of science teachers in Lhokseumawe City using TPACK survey instrument that consist of 7 components, namely Technological Knowledge (TK), Content Knowledge (CK), Pedagogical Knowledge (PK), Pedagogical Content Knowledge (PCK), Technological Content Knowledge (TCK), Technological Pedagogical Knowledge (TPK) and TPACK in Likert scale. The data of TPACK perceptions were analysed using descriptive statistics. Based on the results, it shows that TPACK perception of that the. Teachers in Lhokseumawe City have a good category. High school science teachers have started to integrate technology into science learning, using digital platforms recommended in the independent learning curriculum.
2021
Teachers in the 21st century are like today at a very rapid technological development. Teachers not only have to master understanding the content of the subject matter but also need skills in using and operating technology in learning. So that we need teachers who can integrate content and pedagogical skills with technology. The TPACK was created as the knowledge that teachers generate simultaneously and are interdependent on content, general pedagogy, technology, and learning context. This study is a literature review on the integration of the technological abilities of pedagogical content knowledge (TPACK) in pre-service science teachers by analyzing journals with the aim of 1) investigating the distribution of journals, 2) investigating the types of journal research in a percentage of %, 3) investigating data collection methods in the journal as a percentage of %, 4) TPACK sub-dimension which is integrated with technology, and 5) the results of research related to pre-service sci...
A sequential explanatory investigation of TPACK: Indonesian science teachers’ survey and perspective
Journal of Technology and Science Education
This sequential explanatory design aims at exploring science teachers’ survey and perceptions of technology integration regarding to technological pedagogical content knowledge (TPACK) which focused on quantitative findings supported by qualitative findings. It involved 356 respondents for the survey and eight participants for the interview. Descriptive statistics, T-test and Anova were used in quantitative data analysis while for qualitative data analysis, thematic process was conducted. Findings show that the science teachers’ perception on their technological-based knowledge is lower than non-technological knowledge namely pedagogical and content knowledge. Further, qualitative findings informed in-depth information about technology integration referred to TPACK namely problems in technology integration, advantages of technology integration, students centered learning, knowledge of new technology and its classroom integration, and peer collaboration. Policy recommendation was est...
Technological pedagogical content knowledge (TPACK) can be viewed as a new concept for the educational technology world. However, there are many studies related to TPACK and TPACK cannot be considered out of context. Instead, researchers should have a deep understanding about how the results of a TPACK study may change due to its context. This study demonstrates the importance of context. The Survey of TPACK was utilized to identify 591 pre-service science teachers' (PSTs) TPACK levels and examine the validity and reliability of data obtained from 591 PSTs. Exploratory and confirmatory factor analyses were conducted for validity. After factor analyses a TPACK model with four factors (technological knowledge, content knowledge, knowledge of pedagogy, knowledge of teaching with technology) were obtained. There were, however, seven factors in the original form of the survey. This change was interpreted as the effect of the context, because the participants in the original survey and in this survey were different in terms of their teacher preparation programs and the opportunities that the teacher preparation programs provided for them. In addition, pre-service science teachers' TPACK levels were investigated on the basis of demographic variables (gender, owning computer, computer usage level and grade level). An important result obtained from the demographic variables is that pre-service science teachers' TPACK levels develop in direct proportion to their grade level. This finding supports the idea that experiences with technology and in teaching have a positive impact on TPACK.
In order to reflect the integration of the teachers' content knowledge, pedagogical knowledge, and technology usage skills to the class context and to provide the expected outputs for the program's purposes, it is needed to be revealed the different dimensions of Technological Pedagogical Content Knowledge (TPACK). In this study, it was aimed to investigate the teacher training programmes related to pre-service science teachers' TPACK. This study was designed as a cross-sectional study. In the 2015-2016 academic year, a total of 269 pre-service teachers (73 of them from 1st grade, 73 of them from 2nd grade, 87 of them from 3rd and 36 of them from 4th grade students) attending Science Education Department participated in this study. As a data collection tool, 7 subscales of " Technological Pedagogical Content Knowledge Scale of Pre-Service Teachers " ; namely, technology knowledge, pedagogical knowledge, content knowledge, technological pedagogical knowledge, technological content knowledge, pedagogical content knowledge, and technological pedagogical content knowledge were used. According to the results, as the class level of pre-service teacher increases, their level of technological pedagogical content knowledge increases as well. Moreover, there is a significant difference on behalf of pre-service teachers at the 1st grade in all dimensions of technological pedagogical content knowledge scale.
European Journal of Social Sciences Education and Research
The integration of Information and Communications Technology (ICT) in classrooms has been a challenge for the educational systems that aim to cope with the needs and the demands of the 21st century. The TPACK framework represents the knowledge needed by teachers bringing together content knowledge, technological knowledge and pedagogical knowledge with the aim of integrating ICTs into teaching-learning processes. The aim of this study is to determine the primary science teachers’ perceptions of technological pedagogical content knowledge (TPACK) addressing teachers’ perceptions of the affordances of technology application in instruction. A total of 133 prımary science teachers in Malaysia were surveyed (Female= 67, Male= 66). Data were collected through “Technological Pedagogical and Content Knowledge” (TPACK) scale. The questionnaire consisted of 47 questions about TPACK and is based on the survey instrument developed by Schmidt et al. (2009). TPACK involving the seven factors of t...
An Investigation of Pre-Service Science Teachers' Technological Pedagogical Content Knowledge
In order to reflect the integration of the teachers' content knowledge, pedagogical knowledge, and technology usage skills to the class context and to provide the expected outputs for the program's purposes, it is needed to be revealed the different dimensions of Technological Pedagogical Content Knowledge (TPACK). In this study, it was aimed to investigate the teacher training programmes related to pre-service science teachers' TPACK. This study was designed as a cross-sectional study. In the 2015-2016 academic year, a total of 269 pre-service teachers (73 of them from 1st grade, 73 of them from 2nd grade, 87 of them from 3rd and 36 of them from 4th grade students) attending Science Education Department participated in this study. As a data collection tool, 7 subscales of " Technological Pedagogical Content Knowledge Scale of Pre-Service Teachers " ; namely, technology knowledge, pedagogical knowledge, content knowledge, technological pedagogical knowledge, technological content knowledge, pedagogical content knowledge, and technological pedagogical content knowledge were used. According to the results, as the class level of pre-service teacher increases, their level of technological pedagogical content knowledge increases as well. Moreover, there is a significant difference on behalf of pre-service teachers at the 1st grade in all dimensions of technological pedagogical content knowledge scale.