Technological Pedagogical Content Knowledge (TPACK) Literature Using Confidence Intervals

The validity and reliability of Technological Pedagogical Content Knowledge (TPACK) as a framework to measure the extent to which teachers can teach with technology hinges on the ability to aggregate results across empirical studies. The results of data collected using the survey of pre-service teac...

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Bibliographic Details
Published inTechTrends Vol. 56; no. 5; pp. 25 - 33
Main Authors Young, Jamaal R., Young, Jemimah L., Shaker, Ziad
Format Journal Article
LanguageEnglish
Published Boston Springer US 01.09.2012
Springer
Springer Nature B.V
Subjects
Confidence intervals
Describing the Pre-service Teacher
Education
Educational Research
Educational Technology
Learning and Instruction
Literature Reviews
Measurement Techniques
Pedagogical Content Knowledge
Preservice Teacher Education
Preservice Teachers
Research Reports
Statistical Analysis
Surveys
Synthesis
Teacher Characteristics
Teacher education
Teacher Educators
Technology Integration
TPACK
pre-service teachers
confidence intervals
literature review
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Summary:The validity and reliability of Technological Pedagogical Content Knowledge (TPACK) as a framework to measure the extent to which teachers can teach with technology hinges on the ability to aggregate results across empirical studies. The results of data collected using the survey of pre-service teacher knowledge of teaching with technology (TKTT) were synthesized using confidence intervals (CIs). Mean pre-service teacher TPACK point estimates were characterized by graphing CIs across studies from 2009 until 2011. The results present approximations of TPACK population parameters and implications for researchers and teacher educators.
ISSN:8756-3894
1559-7075
DOI:10.1007/s11528-012-0600-6