Developing a TPCK-SRL assessment scheme for conceptually advancing technology in education

Zehavit Kohen, Bracha Kramarski

    Research output: Contribution to journalArticlepeer-review

    17 Scopus citations

    Abstract

    The present study aimed to: (a) develop a conceptual TPCK-SRL scheme for assessing teachers' integration of self-regulated learning (SRL) considerations while infusing technology into a TPCK classroom context (blending K. =. knowledge about T. =. technology, P. =. pedagogy, and C. =. content), which reflects all three knowledge components' dynamic interactions with SRL and (b) test this scheme's validity and reliability as a practical tool for measuring effects of teacher education. The scheme was used to assess 9 preservice teachers' lesson designs, collected before and after a course on TPCK Teaching and Learning Methods. At posttest, lesson designs revealed specific, qualitative TPCK-SRL descriptions that referenced TPCK components and SRL considerations (. what, . how, . when, and . why to infuse technology), thus providing content validity for the scheme. Theoretical, methodological, and practical implications and future research are discussed for using the TPCK-SRL scheme to empower teachers' technological professionalism.

    Original languageEnglish
    Pages (from-to)1-8
    Number of pages8
    JournalStudies in Educational Evaluation
    Volume38
    Issue number1
    DOIs
    StatePublished - Mar 2012

    Keywords

    • Assessment
    • Designing lessons
    • Reliability
    • TPCK-SRL scheme
    • Teachers' professionalism
    • Validity

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