Teaching Knowledge with Curriculum-Based Technology: Development of a Survey Instrument for Pre-Service Teachers

• In Event: Teacher Knowledge and Technology Professional Development

Abstract

This study presents the development of a survey to measure pre-service teachers’ Technological Pedagogical Content Knowledge (TPACK). The survey was designed considering the transformative approach to the TPACK framework and was vetted by professionals in the field. It was administered to 124 pre-service teachers within the context of an educational technology course at a Mid-Atlantic University. In order to investigate the construct validity and reliability of the survey, an exploratory factor analysis (EFA) was conducted. EFA results revealed a two-factor solution: Knowledge of Technology and Knowledge of Teaching with Curriculum Based Technology. Findings provide support for the transformative approach to examining TPACK and have implications for researchers and teacher preparation programs.

Authors

• Sule Yilmaz Ozden, University of Delaware

• Chrystalla Mouza, University of Delaware