Developing a TPACK measurement instrument for 21st century pre-service teachers
Future skills, so-called 21st century skills, emphasise collaboration, creativity, critical thinking, problem-solving and especially ICT skills (Voogt & Roblin, 2012). Teachers have to be able to use various pedagogical approaches and ICT in order to support the development of their students’ 21...
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| Format: | Article |
| Language: | English |
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Inland Norway University of Applied Sciences
2015-11-01
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| Series: | Seminar.net |
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| Online Access: | https://journals.hioa.no/index.php/seminar/article/view/2353 |
| _version_ | 1798026607182479360 |
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| author | Teemu Valtonen Erkko T. Sointu Kati Mäkitalo-Siegl Jari Kukkonen |
| author_facet | Teemu Valtonen Erkko T. Sointu Kati Mäkitalo-Siegl Jari Kukkonen |
| author_sort | Teemu Valtonen |
| collection | DOAJ |
| description | Future skills, so-called 21st century skills, emphasise collaboration, creativity, critical thinking, problem-solving and especially ICT skills (Voogt & Roblin, 2012). Teachers have to be able to use various pedagogical approaches and ICT in order to support the development of their students’ 21st century skills (Voogt & Roblin, 2012). These skills, particularly ICT skills, pose challenges for teachers and teacher education. This paper focuses on developing an instrument for measuring pre-service teachers’ knowledge related to ICT in the context of 21st century skills.
Technological Pedagogical Content Knowledge (TPACK; Mishra & Kohler, 2006) was used as a theoretical framework for designing the instrument. While the TPACK framework is actively used, the instruments used to measure it have proven challenging. This paper outlines the results of the development process of the TPACK-21 instrument. A new assessment instrument was compiled and tested on pre-service teachers in Study1 (N=94). Based on these results, the instrument was further developed and tested in Study2 (N=267). The data of both studies were analysed using multiple quantitative methods in order to evaluate the psychometric properties of the instruments. The results provide insight into the challenges of the development process itself and also suggest new solutions to overcome these difficulties. |
| first_indexed | 2024-04-11T18:39:11Z |
| format | Article |
| id | doaj.art-f45a977dc4ff448b9483731e870d7225 |
| institution | Directory Open Access Journal |
| issn | 1504-4831 |
| language | English |
| last_indexed | 2024-04-11T18:39:11Z |
| publishDate | 2015-11-01 |
| publisher | Inland Norway University of Applied Sciences |
| record_format | Article |
| series | Seminar.net |
| spelling | doaj.art-f45a977dc4ff448b9483731e870d72252022-12-22T04:09:06ZengInland Norway University of Applied SciencesSeminar.net1504-48312015-11-011122353Developing a TPACK measurement instrument for 21st century pre-service teachersTeemu Valtonen0Erkko T. Sointu1Kati Mäkitalo-Siegl2Jari Kukkonen3School of Applied Educational Sciences and Teacher Education University of Eastern Finland, JoensuuSchool of Applied Educational Sciences and Teacher Education University of Eastern Finland, JoensuuSchool of Applied Educational Sciences and Teacher Education University of Eastern Finland, SavonlinnaSchool of Applied Educational Sciences and Teacher Education University of Eastern Finland, JoensuuFuture skills, so-called 21st century skills, emphasise collaboration, creativity, critical thinking, problem-solving and especially ICT skills (Voogt & Roblin, 2012). Teachers have to be able to use various pedagogical approaches and ICT in order to support the development of their students’ 21st century skills (Voogt & Roblin, 2012). These skills, particularly ICT skills, pose challenges for teachers and teacher education. This paper focuses on developing an instrument for measuring pre-service teachers’ knowledge related to ICT in the context of 21st century skills. Technological Pedagogical Content Knowledge (TPACK; Mishra & Kohler, 2006) was used as a theoretical framework for designing the instrument. While the TPACK framework is actively used, the instruments used to measure it have proven challenging. This paper outlines the results of the development process of the TPACK-21 instrument. A new assessment instrument was compiled and tested on pre-service teachers in Study1 (N=94). Based on these results, the instrument was further developed and tested in Study2 (N=267). The data of both studies were analysed using multiple quantitative methods in order to evaluate the psychometric properties of the instruments. The results provide insight into the challenges of the development process itself and also suggest new solutions to overcome these difficulties.https://journals.hioa.no/index.php/seminar/article/view/2353TPACK21st century skillsmeasurement instrument |
| spellingShingle | Teemu Valtonen Erkko T. Sointu Kati Mäkitalo-Siegl Jari Kukkonen Developing a TPACK measurement instrument for 21st century pre-service teachers Seminar.net TPACK 21st century skills measurement instrument |
| title | Developing a TPACK measurement instrument for 21st century pre-service teachers |
| title_full | Developing a TPACK measurement instrument for 21st century pre-service teachers |
| title_fullStr | Developing a TPACK measurement instrument for 21st century pre-service teachers |
| title_full_unstemmed | Developing a TPACK measurement instrument for 21st century pre-service teachers |
| title_short | Developing a TPACK measurement instrument for 21st century pre-service teachers |
| title_sort | developing a tpack measurement instrument for 21st century pre service teachers |
| topic | TPACK 21st century skills measurement instrument |
| url | https://journals.hioa.no/index.php/seminar/article/view/2353 |
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