Testing a TPACK-Based Technology Integration Assessment Rubric

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Authors

Judi Harris, College of William & Mary, United States ; Neal Grandgenett, University of Nebraska at Omaha, United States ; Mark Hofer, College of William & Mary, United States

Society for Information Technology & Teacher Education International Conference, Mar 29, 2010 in San Diego, CA, USA ISBN 978-1-880094-78-5

Abstract

Although there is ever-increasing emphasis on integrating technology in teaching, there are few well-tested and refined assessments to measure the quality of this integration. The few measures that are available tend to favor constructivist approaches to teaching, and thus do not accurately assess the quality of technology integration across a range of different teaching approaches. We have developed a more “pedagogically inclusive” instrument that reflects key TPACK concepts and that has proven to be both reliable and valid in two successive rounds of testing. The instrument’s interrater reliability coefficient (.857) was computed using both Intraclass Correlation and a score agreement (84.1%) procedure. Internal consistency (using Cronbach’s Alpha) was .911. Test-retest reliability (score agreement) was 87.0%. Five TPACK experts also confirmed the instrument’s construct and face validities. We offer this new rubric to help teacher educators to more accurately assess the quality of technology integration in lesson plans, and suggest exploring its use in project and unit plans.

Citation

Harris, J., Grandgenett, N. & Hofer, M. (2010). Testing a TPACK-Based Technology Integration Assessment Rubric. In D. Gibson & B. Dodge (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2010 (pp. 3833-3840). Chesapeake, VA: AACE. Retrieved July 24, 2014 from http://www.editlib.org/p/33978.


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