Demographic factors, TPACK Constructs, and teachers' perceptions of constructivist-Oriented TPACK

Joyce Hwee Ling Koh, Ching Sing Chai, Ching Chung Tsai

研究成果: 雜誌貢獻期刊論文同行評審

61 引文 斯高帕斯(Scopus)

摘要

Teachers' knowledge for implementing constructivist instruction with technology is termed as their constructivist-oriented technological pedagogical content knowledge. There are currently no available surveys for understanding teachers' perceptions in this aspect. Therefore, teachers' perceived knowledge gaps in terms of constructivist-oriented technology integration are not well understood. Using the Technological Pedagogical Content Knowledge for Meaningful Learning Survey, this study examines the constructivist-oriented technological pedagogical content knowledge perceptions of 354 practicing teachers. The survey was first validated through exploratory and confirmatory factor analyses. Regression analysis found that teachers' perceptions of technological pedagogical knowledge, technological content knowledge, and technological knowledge had the largest positive relationships with their constructivist-oriented technological pedagogical content knowledge. It was not related to teachers' age and gender but primary school teachers and those with more teaching experience tend to be less confident of their constructivist-oriented technological pedagogical content knowledge. These results show that when teachers develop intermediate forms of technological pedagogical content knowledge, it contributes to their confidence for constructivist-oriented technology integration. The specific challenges faced by experienced teachers and primary school teachers need to be better understood and considered when designing teacher technology professional development.

原文英語
頁(從 - 到)185-196
頁數12
期刊Educational Technology and Society
17
發行號1
出版狀態已發佈 - 2013 四月

ASJC Scopus subject areas

  • Education
  • Sociology and Political Science
  • Engineering(all)

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