Yilmaz-Ozden, S., Mouza, C. & Harlow Shinas, V. (2016). Teaching knowledge with curriculum-based technology: Development of a survey instrument for pre-service teachers. Journal of Technology and Teacher Education, 24(4), 471-499. https://eric.ed.gov/?id=EJ1124978

Abstract: 

“The purpose of this quantitative study was to develop and test a survey instrument to measure pre-service teachers’ Technological Pedagogical Content Knowledge (TPACK) framed by a transformative lens. The Survey of Teaching Knowledge with Curriculum-Based Technology was developed and administered to 124 pre-service teachers within the context of a required educational technology course taught at a large, Mid-Atlantic University. Survey data were analyzed using exploratory factor analysis (EFA). Results revealed evidence of two discrete domains: Knowledge of Technology and Knowledge of Teaching with Curriculum-Based Technology. The findings of this work provide support for a transformative approach to examining TPACK development. Findings have implications for researchers, educators, and teacher preparation programs.”