Publication Date
In 2025 | 0 |
Since 2024 | 0 |
Since 2021 (last 5 years) | 0 |
Since 2016 (last 10 years) | 0 |
Since 2006 (last 20 years) | 3 |
Descriptor
Source
Journal of Research on… | 3 |
Author
Brantley-Dias, Laurie | 1 |
Cavanagh, Robert F. | 1 |
Ertmer, Peggy A. | 1 |
Glutting, Joseph J. | 1 |
Karchmer-Klein, Rachel | 1 |
Koehler, Matthew J. | 1 |
Mouza, Chrystalla | 1 |
Shinas, Valerie Harlow | 1 |
Yilmaz-Ozden, Sule | 1 |
Publication Type
Journal Articles | 3 |
Reports - Evaluative | 2 |
Reports - Research | 1 |
Education Level
Higher Education | 1 |
Audience
Location
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Brantley-Dias, Laurie; Ertmer, Peggy A. – Journal of Research on Technology in Education, 2013
In the education community, the Technological Pedagogical Content Knowledge (TPACK) framework has become a popular construct for examining the types of teacher knowledge needed to achieve technology integration. In accordance with Katz and Raths's 'Goldilocks Principlen' (cited in Kagan, 1990), TPACK, with its seven knowledge domains, may be too…
Descriptors: Technological Literacy, Pedagogical Content Knowledge, Technology Integration, Teacher Competency Testing
Cavanagh, Robert F.; Koehler, Matthew J. – Journal of Research on Technology in Education, 2013
The impetus for this paper stems from a concern about directions and progress in the measurement of the Technological Pedagogical Content Knowledge (TPACK) framework for effective technology integration. In this paper, we develop the rationale for using a seven-criterion lens, based upon contemporary validity theory, for critiquing empirical…
Descriptors: Technological Literacy, Pedagogical Content Knowledge, Measurement Techniques, Technology Integration
Shinas, Valerie Harlow; Yilmaz-Ozden, Sule; Mouza, Chrystalla; Karchmer-Klein, Rachel; Glutting, Joseph J. – Journal of Research on Technology in Education, 2013
This study examined the construct validity of the Survey of Preservice Teachers' Knowledge of Teaching and Technology through an exploratory factor analysis using responses from 365 preservice teachers enrolled in an educational technology course in the United States. The participants were completing methods courses and field experience concurrent…
Descriptors: Factor Analysis, Pedagogical Content Knowledge, Construct Validity, Preservice Teachers