Susanto, R. (2021). The construction of a quick TPACK evaluation tool and comparison of an integrative and transformational model. COUNS-ED: The International Journal of Counseling and Education, 6(2), 44-54. https://doi.org/10.23916/0020210635020

Abstract:

“It is well recognized that the model of Technological Pedagogical Content Knowledge (TPACK) is one of the most prominent frameworks for describing teachers’ skills to successfully educate students via the use of technology. Self-report questionnaires are often used in TPACK assessment, limiting the measures’ validity, reliability, and practical application.  The TPACK  framework’s  underlying  structure  also  causes  confusion  among participants.  An integrated or transformational picture of how the TPACK knowledge domains interact was determined by the framework’s inherent linkages. 

Methods and findings: One  hundred  and  seventeen  pre-service  elementary  school  teachers  were  issued  a 42-item pilot questionnaire. Reliability analysis and confirmatory factor analysis were used to reduce the  number of  items  on  each  subscale  and  to  ensure  that  the  model  was  well-fitting.  Structural equation modeling was  used  to  analyze  the  internal  connections  that existed between the components. In conclusion, the 28-item final TPAC questionnaire is a feasible and  reliable tool for  assessing pre-service teachers’ knowledge, skills, and attitudes toward learning  (TPACK).  The intrinsic links between knowledge components in the TPACK paradigm also allow for a transformational interpretation to be applied.”