Revisiting technological pedagogical content knowledge: Exploring the TPACK framework
Revisiting technological pedagogical content knowledge: Exploring the TPACK framework
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DOI：
10.1016/j.compedu.2010.07.009
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发表时间：
2010-12-01
影响因子：
12
通讯作者：
Barnett, Joshua H.
中科院分区：
文献类型：
--
作者：
Archambault, Leanna M.;Barnett, Joshua H.
本研究通过因子分析的方法考察了技术教学内容知识的性质。使用一项包含24个项目的调查，旨在衡量TPACK框架所描述的每个领域，并衡量来自美国各地的596名在线教师的反应，数据表明，尽管该框架从组织角度来看是有帮助的，但很难区分出每个领域，这让人质疑它们在实践中的存在。三个主要因素显而易见，但唯一明确的领域是技术，而不是由教学、内容和技术组成。这项研究检验了TPACK模型的有效性，并认为测量这些领域中的每一个都是复杂和令人费解的，可能是因为它们不是分开的概念。(C)2010爱思唯尔有限公司。保留所有权利。
This study examines the nature of technological pedagogical content knowledge (TPACK) through the use of a factor analysis. Using a survey with 24 items designed to measure each of the areas described by the TPACK framework, and measuring the responses of 596 online teachers from across the United States, data suggest that while the framework is helpful from an organizational standpoint, it is difficult to separate out each of the domains, calling into question their existence in practice. Three major factors become evident, but rather than being comprised of pedagogy, content, and technology, the only clear domain that distinguishes itself is that of technology. This research examines the validity of the TPACK model and suggests that measuring each of these domains is complicated and convoluted, potentially due to the notion that they are not separate. (C) 2010 Elsevier Ltd. All rights reserved.