Abstract
Technological pedagogical and content knowledge (TPACK) is a conceptual framework for the teacher knowledge necessary to effectively integrate technology into teaching and learning. The purposes of this study were to (a) develop and administer an instrument to measure music educators’ TPACK, (b) examine how music teachers acquire their TPACK, and (c) determine if a relationship existed between those teachers’ TPACK and their reported integration of technology. Participants ( N = 284) were music teachers who completed two questionnaires, one designed to measure their TPACK (Musical TPACK Questionnaire [MTPACK-Q]) and another to describe the level of technology integration in their classroom (Concerns-Based Adoption Model–Levels of Use [CBAM-LoU] instrument). Scores on the technology-related domains of the TPACK model were lower than content, pedagogical, or pedagogical content domains. A moderate, significant, positive correlation ( r = .51, p ≤ .01) was found between the participants’ MTPACK-Q score and the level of technology integration in their classroom as reported by the CBAM-LoU.
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