Examining the Effects of Technological Knowledge, Pedagogical Knowledge, and Technological Pedagogical Knowledge on Preservice Teachers’ Technological, Pedagogical, and Content Knowledge (TPACK)

• In Event: Instructional Technology SIG Paper Session: Information and Communications Technology, Technological Pedagogical Knowledge, Technological Pedagogical Content Knowledge (TPACK), and Technology Integration in the Classrooms

Abstract

The purposes of this study were two-fold: first, to examine the effects of a required educational technology course on the development of preservice teachers’ TPACK, and second, to examine the extents to which technological knowledge (TK), pedagogical knowledge (PK), and technological pedagogical knowledge (TPK) contributed to participants’ TPACK. Data were collected from a sample of 299 preservice teachers using the Survey of Preservice Teachers’ Knowledge of Teaching and Technology (Schmidt et al., 2009), a validated survey instrument designed to measure preservice teachers’ TPACK. Using paired samples T-tests and direct-entry multiple regression, data were analyzed using domains identified through exploratory factor analysis (Authors, 2013). Findings revealed that TK, PK, and TPK made statistically significant, unique contributions to preservice teachers’ TPACK.

Authors

• Valerie Shinas, Lesley University

• Rachel A. Karchmer-Klein, University of Delaware

• Chrystalla Mouza, University of Delaware

• Sule Yilmaz Ozden, University of Delaware

• Joseph J. Glutting, University of Delaware