Measuring Teachers’ Background Knowledge for the Study of Teachers’ Role in Knowledge Community and Inquiry

• 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

This paper reports how we measure three teachers’ background knowledge for a study of teacher’s role in a KCI curriculum. Using descriptive statistical analysis and Epistemic Network Analysis (ENA), we were able to measure not only the quantity of teacher’s background knowledge but also the quality of their knowledge. We thus propose that ENA can be applied in the measuring of teacher’s TPCK

Authors

• Naxin Zhao, OISE/University of Toronto

• James D. Slotta, University of Toronto