Convergent and Discriminant Validity Among Two Technological, Pedagogical, and Content Knowledge (TPACK) Measures

• In Event: Roundtable Session 4
  In Roundtable Session: Instructional Technology SIG Roundtable Session: Learning Analytics, Technology Integration, and Teacher Professional Development

Abstract

The purpose of this study was to examine the levels of convergence and discrimination between two measures of TPACK. Twenty-seven preservice teachers were evaluated at the end of a semester-long course on technology integration using the Schmidt et al. (2009) survey and the Harris et al. (2010) rubric. A Spearman rank order correlation of the two measures indicated low levels of convergence within the same constructs and low levels of divergence among differing constructs. Further examination of the rankings revealed misalignment between the two measures in nine of the cases. Discussion includes implications for the measures and the theory upon which they were built.

Authors

• Theodore J. Kopcha, University of Georgia

• Anne Todd Ottenbreit-Leftwich, Indiana University

• Jiyoon Jung, Indiana University - Bloomington

• Derya Baser, Middle East Technical University