Teaching Knowledge with Curriculum-Based Technology: Development of a Survey Instrument for Pre-Service Teachers
article
Sule Yilmaz Ozden, Chrystalla Mouza, University of Delaware, United States ; Valerie Harlow Shinas, Lesley University, United States
Journal of Technology and Teacher Education Volume 24, Number 4, ISSN 1059-7069 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA
Abstract
The purpose of this quantitative study was to develop and test a survey instrument to measure pre-service teachers’ Technological Pedagogical Content Knowledge (TPACK) framed by a transformative lens. The Survey of Teaching Knowledge with Curriculum-Based Technology was developed and administered to 124 pre-service teachers within the context of a required educational technology course taught at a large, Mid-Atlantic University. Survey data were analyzed using exploratory factor analysis (EFA). Results revealed evidence of two discrete domains: Knowledge of Technology and Knowledge of Teaching with Curriculum-Based Technology. The findings of this work provide support for a transformative approach to examining TPACK development. Findings have implications for researchers, educators, and teacher preparation programs.
Citation
Yilmaz Ozden, S., Mouza, C. & Harlow Shinas, V. (2016). Teaching Knowledge with Curriculum-Based Technology: Development of a Survey Instrument for Pre-Service Teachers. Journal of Technology and Teacher Education, 24(4), 471-499. Waynesville, NC USA: Society for Information Technology & Teacher Education. Retrieved December 4, 2023 from https://www.learntechlib.org/primary/p/172178/.
© 2016 Society for Information Technology & Teacher Education
References
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TPCK and Initial teacher education: Insights on the development of pedagogical reasoning in TPCK-based instructional design (ID) practices
Ottavia Trevisan & Marina De Rossi, University of Padova, Italy
Society for Information Technology & Teacher Education International Conference 2018 (Mar 26, 2018) pp. 2128–2132
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