Over the last ten years, the TPACK model has had a major influence on research into technology integration in education and has been adopted for research across a wide variety of contexts. While this research has provided a valuable contribution to our understanding of professional knowledge of teachers, the TPACK construct, like the PCK construct on which it is based, remains in flux. Researchers continue to explore key questions about the definition of TPACK and its components, boundaries between the TPACK components, the transformative or integrative nature of TPACK components, and the validity of TPACK measurement. This chapter uses a measurement lens to focus on the description of the TPACK construct. It demonstrates how a ‘construct map’ for TPACK, which describes increasing proficiency in TPACK, can be developed using empirical data gathered from a TPACK survey tool.
|Title of host publication||Research Highlights in Technology and Teacher Education 2019|
|Editors||David C. Gibson, Marilyn N. Ochoa|
|Place of Publication||Waynesville NC USA|
|Publisher||Association for the Advancement of Computing in Education (AACE)|
|Number of pages||9|
|Publication status||Published - 2019|
- Rasch analysis