Chai, C. S., Koh, J. H. L., & Tsai, C. C. (2016). A review of the quantitative measures of technological pedagogical content knowledge (TPACK). In M. C. Herring, M. J. Koehler, & P. Mishra (Eds.), Handbook of technological pedagogical content knowledge (TPACK) for educators (2nd ed., pp. 87-106). Routledge.
Abstract:
“In this chapter, the authors review and summarize important studies carried out to date that employ quantitative measures of TPACK. These include surveys of teachers’ perceptions of TPACK, rubrics for evaluating teachers’ technology-integrated lesson plans, as well as quantitative content analysis of teachers’ lesson design processes. The findings indicate that a substantial number of TPACK surveys have been developed for a variety of contexts. While adequate progress has been made in terms of TPACK construct validation, more surveys contextualized for specific technologies, content, and pedagogies are still needed. In comparison, the development lesson design rubrics as well as measurement of the quality of teachers’ lesson design processes need further attention. More work is needed in these areas to validate existing protocols as well as to develop new protocols. Future directions for the development of each of these three kinds of quantitative TPACK measures are discussed.” (Prepublication version)