A turn towards specifying validity criteria in the measurement of technological pedagogical content knowledge (TPACK)
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The impetus for this paper stems from a concern about directions and progress in the measurement of the Technological Pedagogical Content Knowledge (TPACK) framework for effective technology integration. In this paper, we develop the rationale for using a seven-criterion lens, based upon contemporary validity theory, for critiquing empirical investigations and measurements using the TPACK framework. This proposed seven-criterion lens may help researchers map out measurement principles and techniques that ensure reliable and valid measurement in TPACK research. Our critique of existing TPACK research using these criteria as a frame suggests several areas of theorizing and practice that are likely impeding the press for measurement. First are contradictions and confusion about the epistemology of TPACK. Second is the lack of clarity about the purpose of TPACK measurement. Third is the choice and use of measurement models and techniques. This article illustrates these limitations with examples from current TPACK and measurement based research and discusses directions and guidelines for further research.
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Jamieson-Proctor, R.; Albion, P.; Finger, G.; Cavanagh, Rob; Fitzgerald, R.; Bond, T.; Grimbek, P. (2013)One of the major outcomes from the national Teaching Teachers for the Future (TTF) Project in 2011 was the development and statistical validation of a survey instrument to measure the Technological Pedagogical Content ...
Finger, G.; Jamieson-Proctor, R.; Cavanagh, Rob; Albion, P.; Grimbeek, P.; Bond, T.; Fitzgerald, R.; Romeo, G.; Lloyd, M. (2013)This paper presents a summary of the key findings of the TTF TPACK Survey developed and administered for the Teaching the Teachers for the Future (TTF) Project implemented in 2011. The TTF Project, funded by an Australian ...
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