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How Do We Measure TPACK? Let Me Count the Ways

Copyright © 2012. 16 pages.
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DOI: 10.4018/978-1-60960-750-0.ch002
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MLA

Koehler, Matthew J., Tae Seob Shin and Punya Mishra. "How Do We Measure TPACK? Let Me Count the Ways." Educational Technology, Teacher Knowledge, and Classroom Impact: A Research Handbook on Frameworks and Approaches. IGI Global, 2012. 16-31. Web. 23 Oct. 2014. doi:10.4018/978-1-60960-750-0.ch002

APA

Koehler, M. J., Shin, T. S., & Mishra, P. (2012). How Do We Measure TPACK? Let Me Count the Ways. In R. Ronau, C. Rakes, & M. Niess (Eds.) Educational Technology, Teacher Knowledge, and Classroom Impact: A Research Handbook on Frameworks and Approaches (pp. 16-31). Hershey, PA: Information Science Reference. doi:10.4018/978-1-60960-750-0.ch002

Chicago

Koehler, Matthew J., Tae Seob Shin and Punya Mishra. "How Do We Measure TPACK? Let Me Count the Ways." In Educational Technology, Teacher Knowledge, and Classroom Impact: A Research Handbook on Frameworks and Approaches, ed. Robert N. Ronau, Christopher R. Rakes and Margaret L. Niess, 16-31 (2012), accessed October 23, 2014. doi:10.4018/978-1-60960-750-0.ch002

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Abstract

In this chapter we reviewed a wide range of approaches to measure Technological Pedagogical Content Knowledge (TPACK). We identified recent empirical studies that utilized TPACK assessments and determined whether they should be included in our analysis using a set of criteria. We then conducted a study-level analysis focusing on empirical studies that met our initial search criteria. In addition, we conducted a measurement-level analysis focusing on individual measures. Based on our measurement-level analysis, we categorized a total of 141 instruments into five types (i.e., self-report measures, open-end questionnaires, performance assessments, interviews, and observations) and investigated how each measure addressed the issues of validity and reliability. We concluded our review by discussing limitations and implications of our study.
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Introduction

I often say that when you can measure what you are speaking about, and express it in numbers, you know something about it; but when you cannot measure it, when you cannot express it in numbers, your knowledge is of a meager and unsatisfactory kind.— William Thompson Kelvin (Popular Lectures, Vol. I, “Electrical Units of Measurement,” p. 73, 1883).

In this chapter we review a wide range of approaches to measure Technological Pedagogical Content Knowledge (TPACK). In the first section we provide a brief overview of the TPACK framework and discuss the need for the current review. In the second section, we identify recent empirical studies that utilized TPACK assessments. We categorize these approaches into five types, and investigate how the researchers address issues of validity and reliability. We end the chapter with a set of summary conclusions, a discussion on limitations and implications of our review for future research on TPACK assessment.

Research on the role and impact of technology in education has often been criticized for being a-theoretical in nature, driven more by the possibilities of the technology than broader or deeper theoretical constructs and frameworks. Accordingly, the preponderance of work in educational technology has consisted of case studies and examples of best practices and implementation of new tools. Though such case studies can be informative, the lack of broader theoretical or explanatory conceptual frameworks prevents us from identifying and developing themes and constructs that would apply across cases and examples of practice. Over the past few years there has been a considerable interest in the Technological Pedagogical Content Knowledge (originally TPCK, now known as TPACK, or Technology, Pedagogy, and Content Knowledge) Framework for effective technology integration (American Association of Colleges for Teacher Education (AACTE), 2008; Koehler & Mishra (2009); Mishra & Koehler, 2006; Niess, 2007). The TPACK framework connects technology to curriculum content and specific pedagogical approaches and describes how teachers’ understandings of these three knowledge bases can interact with one another to produce effective discipline-based teaching with educational technologies. The TPACK framework has had a significant impact on both research and practice in the area of educational technology.

Theoretical frameworks, such as TPACK, play an important role in guiding observation. Quoting Chalmers, a philosopher of science, Mishra and Koehler (2006) write:

… “Precise, clearly formulated theories are a prerequisite for precise observation statements.” (p.27) In other words, observation statements cannot be made without using the language of some theory and in turn, these theories determine what is investigated. Thus, frameworks play an important role by guiding the kinds of questions we can ask, the nature of evidence that is to be collected, the methodologies that are appropriate for collecting this evidence, the strategies available for analyzing the data and finally interpretations we make from this analysis. (p.1039)

The TPACK framework functions as a “conceptual lens” through which one views educational technology by drawing attention to specific aspects of the phenomena, highlighting relevant issues, and ignoring irrelevant ones. In this view, the framework functions as a classification scheme providing insight into the nature and relationships of the objects (and ideas and actions) under scrutiny.

Providing a framework, however, is not enough. Frameworks have to be examined within the real world, where it becomes critical to develop sensitive instruments and measures that are both consistent with the theory and measure what they set out to measure. Since the TPACK framework was first published in Teacher College Record (Mishra & Koehler, 2006), researchers have been developing a wide range of TPACK instruments to measure whether their TPACK-based interventions and professional developments efforts have developed teachers’ TPACK (Graham et al., 2009; Guzey & Roehrig, 2009). The move towards measuring TPACK is notable as a shift from the conceptual to the empirical. As researchers began to focus on empirically testing the effect of their TPACK-based treatments, the issue of how to accurately capture their subjects’ levels of understanding in TPACK became more important.

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Complete Chapter List

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Table of Contents
Preface
Robert N. Ronau, Christopher R. Rakes, Margaret L. Niess
Chapter 1
Margaret L. Niess
Technology, pedagogy, and content knowledge (TPACK) is a dynamic lens that describes teacher knowledge required for designing, implementing, and... Sample PDF
Teacher Knowledge for Teaching with Technology: A TPACK Lens
$37.50
Chapter 2
Matthew J. Koehler, Tae Seob Shin, Punya Mishra
In this chapter we reviewed a wide range of approaches to measure Technological Pedagogical Content Knowledge (TPACK). We identified recent... Sample PDF
How Do We Measure TPACK? Let Me Count the Ways
$37.50
Chapter 3
Thomas C. Hammond, R. Curby Alexander, Alec M. Bodzin
The TPACK framework provides researchers with a robust framework for conducting research on technology integration in authentic environments, i.e.... Sample PDF
Assessment in Authentic Environments: Designing Instruments and Reporting Results from Classroom-Based TPACK Research
$37.50
Chapter 4
Robert N. Ronau, Christopher R. Rakes
In this study, we examine the validity of the Comprehensive Framework for Teacher Knowledge (CFTK) through a systematic review and meta-analysis.... Sample PDF
A Comprehensive Framework for Teacher Knowledge (CFTK): Complexity of Individual Aspects and Their Interactions
$37.50
Chapter 5
Lynn Bell, Nicole Juersivich, Thomas C. Hammond, Randy L. Bell
Effective teachers across K-12 content areas often use visual representations to promote conceptual understanding, but these static representations... Sample PDF
The TPACK of Dynamic Representations
$37.50
Chapter 6
Erica C. Boling, Jeanine Beatty
This chapter informs teacher educators and individuals involved in teacher professional development about the tensions that frequently arise when... Sample PDF
Overcoming the Tensions and Challenges of Technology Integration: How Can We Best Support our Teachers?
$37.50
Chapter 7
John K. Lee, Meghan M. Manfra
To address the myriad effects that emerge from using technology in social studies, we introduce in this chapter the concept of vernaculars to... Sample PDF
TPACK Vernaculars in Social Studies Research
$37.50
Chapter 8
Stephen J. Pape, Karen E. Irving, Clare V. Bell, Melissa L. Shirley, Douglas T. Owens, Sharilyn Owens, Jonathan D. Bostic, Soon Chun Lee
Classroom Connectivity Technology (CCT) can serve as a tool for creating contexts in which students engage in mathematical thinking leading to... Sample PDF
Principles of Effective Pedagogy within the Context of Connected Classroom Technology: Implications for Teacher Knowledge
$37.50
Chapter 9
Christopher J. Johnston, Patricia S. Moyer-Packenham
Multiple existing frameworks address aspects of teachers’ knowledge for teaching mathematics with technology. This study proposes the integration of... Sample PDF
A Model for Examining the Criteria Used by Pre-Service Elementary Teachers in Their Evaluation of Technology for Mathematics Teaching
$37.50
Chapter 10
Joseph M. Piro, Nancy Marksbury
With the continuing shift of instructional media to digital sources occurring in classrooms around the world, the role of technology instruction in... Sample PDF
Technologizing Teaching: Using the WebQuest to Enhance Pre-Service Education
$37.50
Chapter 11
Travis K. Miller
This chapter details a theoretical framework for effective implementation and study of technology when used in mathematics education. Based on... Sample PDF
A Theoretical Framework for Implementing Technology for Mathematics Learning
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Chapter 12
David A. Slykhuis, Rebecca McNall Krall
In this review of recent literature on the use of technology to teach science content, 143 articles from 8 science education journals were selected... Sample PDF
Successful Implementation of Technology to Teach Science: Research Implications
$37.50
Chapter 13
Irina Lyublinskaya, Nelly Tournaki
A year-long PD program was provided to four NYC integrated algebra teachers. The PD comprised of teacher authoring of curriculum that incorporated... Sample PDF
The Effects of Teacher Content Authoring on TPACK and on Student Achievement in Algebra: Research on Instruction with the TI-Nspire™ Handheld
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Chapter 14
Robert N. Ronau, Christopher R. Rakes
This chapter examines issues surrounding the design of research in educational technology and teacher knowledge. The National Research Council... Sample PDF
Making the Grade: Reporting Educational Technology and Teacher Knowledge Research
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