Measuring TPACK learning: a modern measurement approach for TPACK

This chapter critically examines the potential for Modern Measurement Theory (MMT) to enhance approaches to measurement in Technological Pedagogical Content Knowledge (TPACK) research, addressing challenges identified in systematic reviews of TPACK scholarship. The chapter begins with an analysis of current measurement practices in TPACK research, structured around two primary purposes: assessing teacher knowledge and evaluating the framework’s theoretical dimensions. Key limitations in traditional measurement methods are identified, linking these to broader critiques of the TPACK framework’s descriptive and explanatory power. The chapter then introduces MMT and presents two techniques-construct maps and item response theory-as methods with the potential to overcome identified limitations. A detailed exploration follows, highlighting the benefits of MMT for describing and measuring TPACK learning and proposing pathways to connect TPACK measurement with broader educational outcomes, including student learning. This reframing underscores MMT’s potential in refining TPACK as both a developmental construct and a research tool, ultimately advancing TPACK scholarship.