Hosseini, Z., & Kamal, A. (2012). Developing an instrument to measure perceived technology integration in teaching. International Magazine on Advances in Computer Science and Telecommunications, 3(1), pp. 78-89.

Abstract:

“Many studies have highlighted the huge difference between having technology skills and effectively using technology for teaching. However, evaluating teachers’ knowledge for the effective use of technology in their teaching seems a complex task. Accordingly, this paper aims to develop an instrument to aid investigators and educators in measuring and researching the knowledge of teachers for integration of technology in teaching. Based on a review of the literature, TPCK framework was selected as the lens for examining technology integration and a new questionnaire was built upon the work of Schmdit [sic] and colleagues (2009). According to their suggestion, the questionnaire was adapted by adding new items and changing some existing items in different areas to strengthen the instrument’s validity. Consequently, the initial questionnaire in Persian language included 53 items thought to be important for measuring the perceived knowledge of technology integration. These 53 items were allocated to seven categories corresponding to the components of TPCK. A sample of 236 pre-service teachers containing five groups from different instructional fields rated these items and generated a 50-item final version of the instrument. With regard to the reliability of the instrument, the Cronbach alpha value was found to be .895. The alpha reliability coefficient for each scale ranged from .851 to .906 indicating that the questionnaire had a good internal consistency. In addition, analysis using Pearson’s correlation coefficient showed a significant correlation between the components of TPCK. Overall, the findings provided strong support for the reliability and validity of the TPCK questionnaire for measuring teachers’ knowledge for integration of technology in teaching.”