Early studies were based on the seven-factor TPACK model proposed by Mishra and Koehler (2006), but subsequent studies generally report difficulties in isolating all seven constructs. The purpose of this study is to empirically verify the TPACK theoretical model through confirmatory factor analyses with large teacher samples. Participants in this study were 400 secondary school teachers (340 women, 60 men) in Korea. This study analyses self-reporting opinions and perceptions of teachers about their TPACK levels, measured by responses to a survey developed by Chai et al. (2013) and revised in the Korean version by Park and Kang (2014). In the present study, structural equation modeling procedures are used to investigate the relationships between the seven variables of the TPACK model using AMOS 23.0. As a result of the study, the fitness index of the final model was χ²=50.737, df=5, p=.000, RMR=.018, GFI= .966, TLI=.933, and CFI=.984. The influence on TPACK has been shown to be large in the order of TPK, TK and PK, which means the more knowledge teachers have about technology itself, the higher the TPACK. Based on the above-mentioned results, the importance of direct technology training for teachers was proposed.

Authors:
Hyorim Lee, Kyungpook National University, South Korea

About the Presenter(s)
Dr Hyorim Lee is an assistant professor at Department of Home Economics education, Kyungpook National University in South Korea. Her major is a social emotional development of children.

See this presentation on the full schedule – Schedule

Bookmark