Putting the T in PCK: Exploring the Nature of the TPACK Framework Among K-12 Online Educators Using a Web-Based Survey

New Search

Print Abstract

E-mail Abstract

Full Text

Save to My Collections

Export Citation

Archambault, L. & Oh-Young, C. (2009). Putting the T in PCK: Exploring the Nature of the TPACK Framework Among K-12 Online Educators Using a Web-Based Survey. In I. Gibson et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2009 (pp. 4008-4014). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/31285.

• Share:
• 
• 
• 
• 
• 
• 

Conference Information

Society for Information Technology & Teacher Education International Conference (SITE) 2009
Charleston, SC, USA
March 2, 2009
ISBN 1-880094-67-3
  Ian Gibson, Roberta Weber, Karen McFerrin, Roger Carlsen & Dee Anna Willis
AACE

More Information on SITE
Table of Contents

Authors

Leanna Archambault, Arizona State University, USA; Conrad Oh-Young, University of Nevada Las Vegas, USA

Abstract

With the ubiquitous nature of the Internet, web-based surveys are becoming increasingly popular. In addition to being low cost, Web-based surveys have the advantage of format and response control, being able to offer multiple response cycles, and the convenience of having responses automatically collected via a database application to reduce data entry error. Using a Web-based survey methodology (Dillman, 2007), this study examined a national sample of 596 K-12 online teachers and measured their knowledge with respect to three key domains as described by the TPACK framework: technology, pedagogy, content, and the combination of each of these areas. Findings indicated that knowledge ratings are highest among the domains of pedagogy, content, and pedagogical content.

Also Read

• Examining TPACK Among K-12 Online Distance Educators in the United States
• Changing Technological Pedagogical Content Knowledge (TPACK) through Course Experiences
• Teacher Educators’ Beliefs and Technology Uses as Predictors of Preservice Teachers’ Beliefs and Technology Attitudes
• Measuring High School Mathematics Teachers' Concerns About Graphing Calculators and Change: A Yearlong Study
• An Elaborated Model of the TPACK Framework
• Implementing Computer Technologies: Teachers' Perceptions and Practices
• Mathematics Teacher TPACK Standards and Development Model
• Examining Preservice Teachers' Development of Technological Pedagogical Content Knowledge in an Introductory Instructional Technology Course
• Teachers’ Views on Factors Affecting Effective Integration of Information Technology in the Classroom: Developmental Scenery
• Research On Graphing Calculators at the Secondary Level: Implications for Mathematics Teacher Education

Tags