A Rasch Analysis of TPACK Proficiency: Describing what it means to have more or less TPACK

Ralph Saubern; Daniel Urbach; Matthew Koehler; Michael Phillips

A Rasch Analysis of TPACK Proficiency: Describing what it means to have more or less TPACK

Ralph Saubern, Daniel Urbach, Matthew Koehler, Michael Phillips

Australian Council for Educational Research (ACER)

Research output: Chapter in Book/Report/Conference proceeding › Chapter

Abstract

Over the last ten years, the TPACK model has had a major influence on research into technology integration in education and has been adopted for research across a wide variety of contexts. While this research has provided a valuable contribution to our understanding of professional knowledge of teachers, the TPACK construct, like the PCK construct on which it is based, remains in flux. Researchers continue to explore key questions about the definition of TPACK and its components, boundaries between the TPACK components, the transformative or integrative nature of TPACK components, and the validity of TPACK measurement. This chapter uses a measurement lens to focus on the description of the TPACK construct. It demonstrates how a ‘construct map’ for TPACK, which describes increasing proficiency in TPACK, can be developed using empirical data gathered from a TPACK survey tool.

Original language	English
Title of host publication	Research Highlights in Technology and Teacher Education 2019
Publication status	Published - 2019

Keywords

ICT in education
Rasch measurement
TPACK
teacher professional knowledge

Disciplines

Educational Assessment, Evaluation, and Research
Educational Technology

Access to Document

https://www.learntechlib.org/primary/p/210591/

Cite this

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title = "A Rasch Analysis of TPACK Proficiency: Describing what it means to have more or less TPACK",

abstract = " Over the last ten years, the TPACK model has had a major influence on research into technology integration in education and has been adopted for research across a wide variety of contexts. While this research has provided a valuable contribution to our understanding of professional knowledge of teachers, the TPACK construct, like the PCK construct on which it is based, remains in flux. Researchers continue to explore key questions about the definition of TPACK and its components, boundaries between the TPACK components, the transformative or integrative nature of TPACK components, and the validity of TPACK measurement. This chapter uses a measurement lens to focus on the description of the TPACK construct. It demonstrates how a {\textquoteleft}construct map{\textquoteright} for TPACK, which describes increasing proficiency in TPACK, can be developed using empirical data gathered from a TPACK survey tool.",

keywords = "ICT in education, Rasch measurement, TPACK, teacher professional knowledge",

author = "Ralph Saubern and Daniel Urbach and Matthew Koehler and Michael Phillips",

note = "It is exciting to present the 2019 edition of the Research Highlights in Technology and Teacher Education, now in its eleventh year of publication. This collection of peer-reviewed articles represents the outstanding scholarship and notable work presented during the past year at the 2019 Society for Information Technology and Teacher Education (SITE) conference. Saubern, R., Urbach, D., Koehler, M., & Phillips, M. (2019). A Rasch Analysis of TPACK Proficiency: Describing what it means to have more or less TPACK. In: D. Gibson & M. Ochoa, Research Highlights in Technology and Teacher Education 2019. Waynesville, US: Association for the Advancement of Computing in Education (AACE). Retrieved from https://www.learntechlib.org/primary/p/210591.",

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AU - Koehler, Matthew

AU - Phillips, Michael

N1 - It is exciting to present the 2019 edition of the Research Highlights in Technology and Teacher Education, now in its eleventh year of publication. This collection of peer-reviewed articles represents the outstanding scholarship and notable work presented during the past year at the 2019 Society for Information Technology and Teacher Education (SITE) conference. Saubern, R., Urbach, D., Koehler, M., & Phillips, M. (2019). A Rasch Analysis of TPACK Proficiency: Describing what it means to have more or less TPACK. In: D. Gibson & M. Ochoa, Research Highlights in Technology and Teacher Education 2019. Waynesville, US: Association for the Advancement of Computing in Education (AACE). Retrieved from https://www.learntechlib.org/primary/p/210591.

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N2 - Over the last ten years, the TPACK model has had a major influence on research into technology integration in education and has been adopted for research across a wide variety of contexts. While this research has provided a valuable contribution to our understanding of professional knowledge of teachers, the TPACK construct, like the PCK construct on which it is based, remains in flux. Researchers continue to explore key questions about the definition of TPACK and its components, boundaries between the TPACK components, the transformative or integrative nature of TPACK components, and the validity of TPACK measurement. This chapter uses a measurement lens to focus on the description of the TPACK construct. It demonstrates how a ‘construct map’ for TPACK, which describes increasing proficiency in TPACK, can be developed using empirical data gathered from a TPACK survey tool.

AB - Over the last ten years, the TPACK model has had a major influence on research into technology integration in education and has been adopted for research across a wide variety of contexts. While this research has provided a valuable contribution to our understanding of professional knowledge of teachers, the TPACK construct, like the PCK construct on which it is based, remains in flux. Researchers continue to explore key questions about the definition of TPACK and its components, boundaries between the TPACK components, the transformative or integrative nature of TPACK components, and the validity of TPACK measurement. This chapter uses a measurement lens to focus on the description of the TPACK construct. It demonstrates how a ‘construct map’ for TPACK, which describes increasing proficiency in TPACK, can be developed using empirical data gathered from a TPACK survey tool.

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