Abstract
Since the development of the technological pedagogical content knowledge (TPACK) framework, researchers have been developing a variety of instruments to measure the TPACK of pre-service and in-service teachers. The task of developing an efficient, reliable, and valid instrument is difficult. Even validated instruments require guidance for consistent use that preserves the instrument fidelity. The purpose of this study is to provide guidance for using the TPACK Levels Rubric, a validated instrument that was developed on the basis of the model for the progressive levels of TPACK. The authors systematically examined the criteria of the rubric in order to understand the differences in the levels of TPACK for each rubric component, and developed lesson exemplars to create guidelines for educators using this tool in assessing the TPACK levels of teachers. The iterative instrument analysis also led to the revision of the original rubric to establish the horizontal and vertical alignments and the consistency of the rubric, for each level across four components, and for each component across five levels. The construct validity of the revised rubric was confirmed on the basis of a exploratory factor analysis of 175 mathematics lesson plans and videos of taught lessons developed by graduate special education pre-service and in-service elementary school teachers.
Highlights
Over the past decade, teachers have been expected to integrate digital technologies into their teaching practices [1]
Building on and extending an earlier study [18], this paper presents an analysis of the technological pedagogical content knowledge (TPACK) Levels Rubric, which was conducted to examine the differences between these levels in order to provide such guidance
This process required multiple iterations and revisions in order to achieve the clarity of the descriptors used in the rubric and the clear differentiation between the TPACK levels
Summary
Teachers have been expected to integrate digital technologies into their teaching practices [1]. The need for teaching with technology, especially in virtual learning environments, became even more critical in 2020, when the whole world switched to online teaching because of the COVID-19 pandemic. Many teachers struggle with using technology in their classrooms, whether in physical or virtual environments [2]. According to the 2018 Teaching and Learning International Survey (TALIS), on average, fewer than half of all teachers felt well enough prepared to use technology in their classrooms [3]. Studies show that many pre-service graduates feel unprepared to use technology effectively in their classrooms on the first day of teaching [4]. The teacher education programs need to prepare pre-service teachers (PSTs) to relearn, rethink, and reframe learning and teaching by taking advantage of the communication, collaboration, and inquiry technologies for 21st century instruction
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