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Exploring Technological Knowledge of Office Data Processing Teachers: Using Factor Analytic Methods

Exploring Technological Knowledge of Office Data Processing Teachers: Using Factor Analytic Methods

Janet Bolaji Adegbenro, Mishack T. Gumbo, Oludayo O. Olugbara
Copyright: © 2019 |Pages: 30
ISBN13: 9781522579182|ISBN10: 1522579184|EISBN13: 9781522579199
DOI: 10.4018/978-1-5225-7918-2.ch007
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MLA

Adegbenro, Janet Bolaji, et al. "Exploring Technological Knowledge of Office Data Processing Teachers: Using Factor Analytic Methods." TPACK: Breakthroughs in Research and Practice, edited by Information Resources Management Association, IGI Global, 2019, pp. 155-184. https://doi.org/10.4018/978-1-5225-7918-2.ch007

APA

Adegbenro, J. B., Gumbo, M. T., & Olugbara, O. O. (2019). Exploring Technological Knowledge of Office Data Processing Teachers: Using Factor Analytic Methods. In I. Management Association (Ed.), TPACK: Breakthroughs in Research and Practice (pp. 155-184). IGI Global. https://doi.org/10.4018/978-1-5225-7918-2.ch007

Chicago

Adegbenro, Janet Bolaji, Mishack T. Gumbo, and Oludayo O. Olugbara. "Exploring Technological Knowledge of Office Data Processing Teachers: Using Factor Analytic Methods." In TPACK: Breakthroughs in Research and Practice, edited by Information Resources Management Association, 155-184. Hershey, PA: IGI Global, 2019. https://doi.org/10.4018/978-1-5225-7918-2.ch007

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Abstract

This study applied factor analysis for exploring technological knowledge of beginner and veteran Office Data Processing (ODP) teachers at Further Education and Training (FET) or Technical and Vocational Education and Training (TVET) colleges in South Africa. These ODP teachers use Information Communication Technology (ICT) in the technology-enhanced classrooms. The Mishra & Koehler (2006) Technological Pedagogical Content Knowledge (TPACK) framework was extended by replacing Technological Knowledge with Procedural Functional Knowledge (PrFK) to realise the PrFPACK theoretical framework that enabled the researchers to holistically explore the contextual technological knowledge of teachers in the digital classroom environment. We developed an inventory of 65 comprehensive measures based on the PrFPACK framework and validated the inventory on a dataset of responses from 107 ODP teachers. The findings of this study generally revealed that Procedural Functional Content Knowledge is the most important factor in explaining the technological knowledge of ODP teachers.

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