TPACK AS A TECHNOLOGY INTEGRATION FRAMEWORK Understanding and Measurement of the TPACK Development Process

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Pamuk S.

NEW DIRECTIONS IN TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE RESEARCH: MULTIPLE PERSPECTIVES, pp.109-124, 2015 (SSCI)

• Publication Type: Article / Article
• Publication Date: 2015
• Journal Name: NEW DIRECTIONS IN TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE RESEARCH: MULTIPLE PERSPECTIVES
• Journal Indexes: Social Sciences Citation Index (SSCI)
• Page Numbers: pp.109-124
• Keywords: TPACK, Technology integration, Pedagogy, measurement strategies, Structural Equation Model, PEDAGOGICAL CONTENT KNOWLEDGE, TEACHERS, VALIDITY
• Ondokuz Mayıs University Affiliated: No

Abstract

In recent years, Technological Pedagogical Content Knowledge (TPACK) framework has gained considerable attention from educators and researchers worldwide. The main reason for this popularity is because of the fact TPACK provides educators with a holistic framework to understand and address issues that have emerged over the years in technology integration efforts at schools and educational institutions. In spite of the fact TPACK provides a theoretically sound framework that involves major components (Pedagogy, Content and Technology) of teaching and learning, development of TPACK skills by educators requires in-depth understanding of the components and relations among them as discussed in previous chapters of this book. This chapter aims to discuss (1) measurement strategies of the TPACK development process, based on recent studies of TPACK and (2) the development process of a specific TPACK instrument.