Visualizing the Knowledge to Teach With Technology: A Comparison of Three TPACK Models Using Empirical Data (Poster 5)

• In Event: AERA Poster Session Saturday 8:00 a.m.
  In Poster Session: Multiple Perspectives on Technology as an Agent of Change in Teaching and Learning

Abstract

TPACK has informed teacher education for nearly two decades, yet the framework may need refinement to remain practically and theoretically relevant. Using structural equation modeling with empirical data from 324 pre-service teachers, this study examined potential refinements in TPACK by comparing three distinct measurement models: Correlational, Second-order, and Bi-factor. The Correlated model provided a reasonable fit to this study’s data; the Second-order model indicated the seven TPACK knowledge domains were influenced by a common knowledge factor; and the Bi-factor model suggested that while the seven TPACK factors were conceptually related at the global level, they also represented distinct dimensions. We will discuss how scholars and practitioners can attend to the global relationship and distinct dimensions of TPACK in their work.

Authors

• Jiaming Cheng, Liaoning Normal University

• Jacob A. Hall, SUNY - College at Cortland

• Qiu Wang, Syracuse University

• Jing Lei, Syracuse University