Evaluating Teachers’ Technological, Pedagogical, and Content Knowledge (TPACK) Using an Instructional Scenario

• In Event: Roundtable Session 27
  In Roundtable Session: Exploring New Ways to Approach and Understand Technology Integration

Abstract

The technological, pedagogical, and content knowledge (TPACK) (Mishra & Koehler, 2006) framework is increasingly used in teacher education programs as a measure to examine the growth of pre-service and in-service teacher knowledge. In this study, we focus on improving evaluation methods that are compatible with the conceptual framing of TPACK. The scenario-based survey method we used seems to be promising in examining changes in teachers' planning and problem-solving skills with technology, especially if researchers need to evaluate the effectiveness of large-scale teacher education programs in limited time frames and resources. We outline the assumptions that guide our study, discuss our findings, and critically analyze the research method used. Limitations of the study are also noted.

Authors

• Suzan Koseoglu, University of Minnesota

• Aaron Doering, University of Minnesota