Analysis of Relationship Between Five Domains of TPACK Framework: TK, PK, CK Math, CK Science, and TPACK of Pre-service Special Education Teachers

Abstract

This long-term single group study was conducted with pre-service special education elementary teachers taking a required graduate level course on integrating technology into mathematics and science instruction in a New York City public University. The purpose of this study was to explore whether Technological Knowledge (TK), Pedagogical Knowledge (PK), Content Knowledge in mathematics and science (CKM and CKS) and Technological Pedagogical Content Knowledge (TPACK) are independent constructs in the TPACK framework and to develop instruments for assessment of each basic domain of the theoretical TPACK framework. Exploratory and confirmatory factor analyses of the developed instruments suggest that the TPACK construct is independent from TK, PK, CKM and CKS. Further analysis using multiple linear regression showed that TK, PK, and CK are not predictors of TPACK. These findings provide an opportunity for independent assessment of different types of teacher knowledge defined by the TPACK framework. This could help teacher preparation programs to evaluate effectiveness of courses that prepare teachers for integration of technology.