Quantitative research on TPACK status and development strategies of secondary school teachers under the background of "Internet + education" YIN Yali (Beijing Normal University, Graduate Student) keywords:high school teachers, technological Pedagogical Content Knowledge (TPACK), teacher education, Empirical study 0. Introduction With the development of science and technology, information technology has quickly penetrated into the field of education, and teachers' educational technology skills have become more and more essential qualities for teachers. In 2010, the State council of China issued the "Outline of the National Medium and Long-term Education Reform and Development Plan (2010-2020)", which clearly pointed out the revolutionary impact of information technology on education development. Since May 30, 2014, "Standards for Training Courses on Information Technology Application Ability for Primary and Secondary School Teachers (Trial) (2014)" formulated by the Ministry of Education has been implemented. It stipulates that: according to the Standard of Primary and Secondary School Teachers' Information Technology Application Ability to conduct the basic requirements and developmental requirements, set up three series of courses which are the "Applying Information Technology to Optimize Classroom Teaching", "Applying Information Technology to Transform Learning" and "Applying Information Technology to Support Teachers' Professional Development". Three series of courses help teachers improve their information technology literacy. And these courses are help for apply information technology and promote professional development. It can be seen that the Ministry of Education attaches great importance to the cultivation of teachers' information literacy. So it is necessary to study the actual information literacy ability of middle school teachers. Finding problems and solving them are also important. Based on this, researching teachers' information technology knowledge and ability is extremely critical for teachers’ promotion. "Technological Pedagogical Content Knowledge" (TPACK for short) was proposed by American scholar Mishra and Kohler in 2005. Its principle is to incorporate technical elements into professional knowledge and teaching methods. The TPACK framework provides support for testing the technical knowledge of teachers' information literacy, and there are relatively mature scales. So using TPACK theory as the theoretical basis has a positive significance for the exploration of teachers' technical knowledge and abilities. 1. The Theoretical Model Shulman first introduced the concept of "PCK" in 1986. PCK stands for Pedagogical Content 158
14
Embed
Quantitative research on TPACK status and …repository.hyogo-u.ac.jp/dspace/bitstream/10132/18588/14/...Knowledge. After that, TPACK was developed on the basis of PCK. The concept
This document is posted to help you gain knowledge. Please leave a comment to let me know what you think about it! Share it to your friends and learn new things together.
Transcript
Quantitative research on TPACK status and development strategies of secondary school teachers under the background of "Internet + education"
YIN Yali (Beijing Normal University, Graduate Student)
keywords:high school teachers, technological Pedagogical Content Knowledge (TPACK), teacher
education, Empirical study
0. Introduction
With the development of science and technology, information technology has quickly penetrated
into the field of education, and teachers' educational technology skills have become more and more
essential qualities for teachers. In 2010, the State council of China issued the "Outline of the National
Medium and Long-term Education Reform and Development Plan (2010-2020)", which clearly pointed
out the revolutionary impact of information technology on education development.
Since May 30, 2014, "Standards for Training Courses on Information Technology Application
Ability for Primary and Secondary School Teachers (Trial) (2014)" formulated by the Ministry of
Education has been implemented. It stipulates that: according to the Standard of Primary and Secondary
School Teachers' Information Technology Application Ability to conduct the basic requirements and
developmental requirements, set up three series of courses which are the "Applying Information
Technology to Optimize Classroom Teaching", "Applying Information Technology to Transform
Learning" and "Applying Information Technology to Support Teachers' Professional Development".
Three series of courses help teachers improve their information technology literacy. And these courses
are help for apply information technology and promote professional development.
It can be seen that the Ministry of Education attaches great importance to the cultivation of
teachers' information literacy. So it is necessary to study the actual information literacy ability of middle
school teachers. Finding problems and solving them are also important. Based on this, researching
teachers' information technology knowledge and ability is extremely critical for teachers’ promotion.
"Technological Pedagogical Content Knowledge" (TPACK for short) was proposed by American scholar
Mishra and Kohler in 2005. Its principle is to incorporate technical elements into professional
knowledge and teaching methods. The TPACK framework provides support for testing the technical
knowledge of teachers' information literacy, and there are relatively mature scales. So using TPACK
theory as the theoretical basis has a positive significance for the exploration of teachers' technical
knowledge and abilities.
1. The Theoretical Model
Shulman first introduced the concept of "PCK" in 1986. PCK stands for Pedagogical Content
158
Knowledge. After that, TPACK was developed on the basis of PCK. The concept of TPACK originally
originated from Pierson's (2001) research on how teachers integrated technology with teaching, and then
gradually formed in Lundeberg et al.'s(2003) research on information technology knowledge and beliefs
of pre-service teachers. "Koehler and Mishra further developed on this basis, and proposed the TPACK
framework.
This framework contains three basic elements and four composite elements. It’s a theory that
combines information technology and teaching. Three basic elements include Technology Knowledge
(TK), Content Knowledge (CK), Pedagogical Knowledge (PK); Four composite elements include
According to the display results of the high and low groupings, an independent sample T test was
performed on 7 dimensions to identify whether the high and low groups had significant differences, and
to analyze whether the topics had good discrimination and discrimination capabilities. The analysis
found that the absolute value of the t value of the questions in each group of TK, CK, PK, PCK, TCK,
TPK, and TPACK were all greater than 1.96, indicating that the high and low score groups have
extremely significant differences, and the questions are very discriminating. So the questions were
retained.
(b)Validity analysis
Reliability analysis is also called internal consistency analysis. It can understand the degree of
representativeness of the dimension. Since Cronbach (1951) discussed the α coefficient derived by
Guttman (1945), the α coefficient has almost become a substitute for the reliability of the questionnaire
(Lu Jiamei, 2009). Cronbach's Alpha is an effective method for detecting the internal consistency of the
questions. Therefore, this study calculated the Cronbach's coefficients of 7 dimensions and the total
table.
The reliability coefficient is the quantitative value to measure the reliability of the questionnaire.
The larger the reliability coefficient is, the higher the reliability of the questionnaire is (Liu Shujie,
2016). After testing, the Cronbach's Alpha of the seven dimensions obtained by this questionnaire were
0.9, 0.879, 0.881, 0.930, 0.817, 0.873, and 0.887, all of which were greater than 0.8, indicating that the
reliability of the questionnaire is better. The TK and PCK reliability coefficients were greater or equal to
0.9, indicating that the questionnaire reliability is very good. The Cronbach's Alpha of the total scale was
0.972, indicating that the reliability of the entire questionnaire is extremely high.
(c)Validity analysis
Validity refers to the effectiveness of the measuring tool, that is, to what extent a measuring tool
can measure the purpose and intention to be measured (Liu Shujie,2016). According to Hair (2009), the
sample size for factor analysis should be no less than 50, 100 and above. Therefore, factor analysis
didn’t be performed here. After all samples were collected, factor analysis would be performed
uniformly to test the convergence validity and differential validity of the scale.
162
2.4 Formal test: the issuance and recycling of the questionnaire
2.4.1 Issuing and collecting questionnaires
This research used the “Questionnaire Star” platform to entrust the three provinces and
municipalities of Jilin, Henan, and Beijing to focus on the basic principles of convenient sampling, then
expanded to 14 provinces across the country through snowball sampling, and surveyed middle school
teachers. The questionnaire was issued on March 30, 2017. A total of 404 questionnaires were collected,
and the questionnaire recovery rate was 100%.
The advantage of the electronic questionnaire was that each question is required, so there were no
missing answers, wrong lines, default values, etc. However, some seemingly complete questionnaires
may also be problematic and require further identification and screening. The electronic questionnaire
can show the answer time and IP address, which helped to check the validity of the returned
questionnaire. There were 33 questions in this questionnaire. From the answer time of 404 samples, the
maximum value of 48058 seconds and the minimum value of 32 seconds were removed. The average
response time of the other 402 samples was 192.78 seconds. With reference to the test time and the
average response time of the sample, the total time of reading and thinking was about three minutes.
Therefore, this study made full use of the advantages of electronic questionnaires and screens out
questionnaires with a response time of less than 100 seconds, and excluded questionnaires with a single
option, questionnaires with logical errors and contradictory options, and questionnaires with a response
time less than 50 seconds. To ensure that the research is rigorous, scientific and effective, this study also
conducted a comparative analysis of the answer sheets of the same IP address, and deleted the
questionnaires of multiple answers of the same IP type.
After identification and review, 38 invalid questionnaires were deleted and 366 valid questionnaires
were obtained. The effective recovery rate of the questionnaire was 90.59%. Participants' specific gender
and teaching age distribution are shown in Table 2.
Table 2. Sample statistics (Cross-tabulation of gender and teaching age)
0-5 years 6-10 years 11-15 years 16 years and more Total
Male 17 7 23 32 79
Female 58 40 57 132 283
Total 75 47 80 164 366
2.4.2 Factor analysis
In this study, KMO and Bartlett spherical test were performed on all the collected data, and the
calculated KMO value was 0.968, greater than 0.9. So it was very suitable for factor analysis. Because
this questionnaire was based on a known questionnaire with 7 factors, a confirmatory factor analysis was
used to set the number of factors to 7 to get the total variance explained. The cumulative explanatory
power of these factors was 81.456%, indicating that the seven factors can represent the information of
163
the original variable 81.456%.
Tomaz Kolar,Vesna Zabkar (2010) believe that the factor load is greater than 0.6, the question is
meaningful. The factors in this study were calculated and found no value less than 0.6. From the
perspective of the common factor variance, the larger the value of the common factor variance was, the
more suitable for factor analysis. The calculation found that the common factor variances of all topics
were greater than 0.2, indicating that the topics and dimensions have commonality and consistency. The
analysis found that PK1 belonged to two components, so PK1 was deleted and other items were keep
other topics.
2.4.3 Reliability analysis
During the pre-survey of the questionnaire, this study simply used Cronbach's Alpha to do the
reliability analysis. In this section, the further reliability analysis would be conducted. The SPSS
reliability analysis, the output correlation matrix between items, the reliability statistics, and the item
total statistics were used to calculate the seven dimensions. And the reliability of the subject was
analyzed from the internal consistency test, the subject correlation, and the revised item correlation. Hair
et al.(2009) believed that Cronbach's Alpha is greater than 0.7, the correlation of the questions is greater
than 0.3, and the total correlation of the correction items is greater than 0.5, so the questions have good
reliability. After calculation, the Cronbach's Alpha of seven dimensions were all greater than 0.7, the
correlations between the questions were greater than 0.3, and the correlations between the correction
items were greater than 0.5, so the questions in seven dimensions had high reliability. For the
convenience of statistics, the mean of seven dimensions could be taken to represent each dimension.
2.4.4 Validity analysis
Validity refers to the validity of the test. Convergence validity means that items or tests that
measure the same potential traits will fall on the same factor facet, and there is a high correlation
between the measured values (Wu Minglong, 2009). Differential validity means that the potential traits
represented by facets and the potential traits represented by other facets have a low correlation or
significant differences (Liu Lingyu, 2015). The study calculated the convergence validity and
discriminant validity, and integrated the data results into the following table.
Table 3. Convergence Validity and Differential Validity Analysis Table for Each Dimension
164
A total of 366 samples were studied, and the convergence validity AVE was greater than 0.5,
indicating a good convergence validity. The higher the AVE value was, the higher the average of the
correlations between the dimensions was. Because AVE was a squared value, it was rooted and
compared with other correlations to ensure that intra-group correlations are higher than inter-group
correlations. For example, the square root value of TK convergence validity was 0.889, which was
higher than several other correlation values: 0.616, 0.573, 0.545, 0.734, 0.69, 0.673, indicating that TK
has different validity from the other five dimensions. Similarly, the squared value of the convergence
validity of CK was 0.905, which was also higher than the correlation between CK and the other six
dimensions, indicating that CK also has good differential validity. Several other AVE square values, such
as PCK, TCK, TPK, and TPCK, were higher than others. However, it was worth noting that the squared
value of the convergence efficiency of PK was 0.871, which was slightly smaller than the correlation of
PCK 0.891. Because PK and PCK had cross components, and the correlation values were small, they
could be ignored here. Therefore the scale has good convergence validity and differential validity.
3. Data Analysis and Inference
3.1 Basic statistics
The survey objects came from different provinces, of which Jilin Province and Henan Province
accounted for the largest proportion, accounting for 59% and 19%, respectively. Its specific distribution
is shown in Figure 2.
Fig.2. Sample geostatistical chart Fig.3. Line chart for each dimension’s mean
Among the seven dimensions of TPACK, the average scores are 3.61, 3.95, 3.91, 3.91, 3.56, 3.67
and 3.64, as shown in figure 3. It can be seen from the figure that the scores of the three dimensions are
all higher than 3.9. The three dimensions are Content Knowledge, Pedagogical Knowledge and
Pedagogical Content Knowledge. When it comes to technology, such as TK, TCK, TPK and TPCK, the
score is lower, for example, TK is 3 .61 points, TCK is 3.56 points, TPK is 3.67 points, and TPCK is
3.64 points. This also fully shows that the understanding and application of technology by middle school
teachers need to be improved. And technical means should become skills that are equal to other aspects,
and teachers should fully improve their skills in using technology and their mastery of technical
knowledge.
165
3.2 Differential analysis of TPACK
3.2.1 Analysis of gender differences in TPACK
From the perspective of gender, we did the Independent-Sample T test in gender firstly. There were
79 male teachers and 287 female teachers. The test results show that the absolute values of t values in
the TCK and TPK dimensions are 2.52 and 2.049, which are greater than 1.96, indicating that there are
significant differences between men and women in these two dimensions.
In terms of TPACK, the average value of male teachers is 3.79 and the average value of female
teachers is 3.50. In terms of CK, there is no significant difference between male and female teachers.
Male teachers have an average score of 3.98, and female teachers have an average score of 3.94. So
there is not much difference in Content Knowledge. And when technology is added to it, male teachers
are significantly higher than female teachers. It shows that male teachers are better at using technical
means. In terms of TPK, there is also a significant difference between male and female teachers.
Similarly, in terms of PK, the average value of male teachers is 4.01, which is slightly higher than the
average value of female teachers’ 3.92. However, after adding technical components, the average value
of male teachers is 3.84 and the average value of female is 3.62. And the difference between them is
significant, which shows that male teachers are superior to female teachers in terms of technology use
and technology teaching. On the whole, the average value of male teachers in all dimensions is higher
than that of female teachers, indicating that male teachers are slightly better than female teachers in the
entire TPACK perspective.
Table 4. Difference analysis between male and female teachers
3.2.2 Analysis of the differences in Teacher Training
The study conducted another independent dichotomous test on another dichotomous variable,
whether it has received on-the-job training. The test results are shown in Table 5. From the chart, except
for TK and CK, the absolute values of t are all greater than 1.96, that is, there are significant differences
in five aspects of PK, PCK, TCK, TPK and TPCK. From the perspective of PK, teachers who have
received on-the-job training score 3.98 and teachers who have not received on-the-job training score
166
3.67. It can be seen that on-the-job training plays a vital role in teaching method knowledge. In terms of
PCK, teachers who received on-the-job training scored 3.95, and teachers who did not receive
on-the-job training scored 3.62. In terms of TCK, teachers who received on-the-job training scored 3.62,
and teachers who did not receive on-the-job training scored 3.22. In terms of TPK, teachers who
received on-the-job training averaged 3.72 points, and teachers who did not receive on-the-job training
received 3.32 points. In terms of TPACK, teachers who received on-the-job training averaged 3.68
points, and teachers who did not receive on-the-job training received 3.35 points. This shows that from
the perspective of TPACK, on-the-job training is essential for teachers. TK and CK do not show
significant differences. It is speculated that the other dimensions are focused on technical skills and
practical experience, but TK and CK focus on theoretical knowledge. As we know practical knowledge
and skills are easier to obtain through training.
In general, in all dimensions, teachers who have received on-the-job training score higher than
teachers who have not received on-the-job training, indicating that the effectiveness of on-the-job
training in education in China is obvious. Moreover, it can be seen from the ratio of the number that only
47 of the 346 have not received on-the-job training, indicating that the popularity of on-the-job training
is high.
Table 5. Difference analysis of on-the-job training teachers
3.3 One-way ANOVA
Then, this study performed a one-way analysis of variance on more than three groups of variables,
specifically from the five dimensions of age, teaching age, educational background, teaching grade, and
teaching subjects.
3.3.1 Teaching age analysis
From the perspective of teaching age, the homogeneity test of variance is performed first. The test
results show that the significance of all dimensions is 0.141, 0.695, 0.306, 0.167, 0.308, 0.557, and
0.574, which are all greater than 0.05, indicating that the variance between different groups is uniform.
Then one-way ANOVA of variance was performed and two dimensions with P values less than 0.05
167
were found: PK had a P value of 0.02 and PCK had a P value of 0.023. Therefore, the two dimensions of
PK and PCK were analyzed below. The integration results are shown in Table 6.
It can be seen from Table 6 that the average value of PK increases with the increase of teaching age,
as does PCK. It fully demonstrates that in terms of Pedagogical Knowledge and Pedagogical Content
Knowledge, the longer the teaching age, the more teaching experience it has. In Tukey's post hoc
comparison of teaching age, 1 represents 0-5 years, 2 represents 6-10 years, 3 represents 11-15 years,
and 4 represents 16 years even above. So 4>, 1 means that the mean of teachers who have been teaching
for 16 years or more is greater than the mean of teachers who have been teaching for 0-5 years.
Table 6. One-way ANOVA and post hoc multiple comparison table of PK and PCK
3.3.2 Grade analysis
From the grade point of view, the significance of all dimensions in the homogeneity of variance test
is greater than 0.05, indicating that the variance between different groups is uniform. The significance
level of homogeneity of variance in the TK dimension is 0.095. Then this study did a one-way analysis
of variance with a P value of 0.024. It finds that there are significant differences between the grades of
the TK dimension. The statistics of the TK dimension are combined to Table 7. In the Tukey post hoc
comparison, 1 to 7 represent from the first grade of junior high school to the third grade of senior high
school.
According to Table 7, the average of teachers in the first grade of junior high school is the highest,
with 3.8141 points, and the average of the first grade of junior high school is the lowest, only 3.1705
points. There is a significant difference between the first grade of junior high school to the third grade of
senior high school. The teachers in the third grade of senior high school may be under the pressure of
students’ progress to higher education. And teachers are also faced with huge curriculum tasks, so they
do not have much energy to study or use technical means. And the main courses in the third grade of
senior high school are more focused on review lessons than new ones, so technical means may not be
the most effective teaching method.
168
Table 7. One-way ANOVA and post hoc multiple comparison table of TK
As for the other aspects, such as age, educational background, and discipline, when one-way
ANOVA was performed, no significant differences were found, so no further analysis was performed.
4. The research conclusion
After data analysis, the following conclusions are drawn:(1) The translated TPACK scale has good
reliability and validity;(2)The overall TPACK level of middle school teachers is higher; (3) The score of
all dimensions involving technology is low, but the score of non-technical aspects such as subject
knowledge and pedagogical knowledge is high, indicating that teachers' contact and use of technology
need to be improved; (4)The scores of male teachers are higher than that of female teachers, and there
are significant differences in TCK and TPK dimensions; (5) teachers who have received on-the-job
training have higher average scores than untrained. And there are significant differences in the five
dimensions of PK, PCK, TCK, TPK and TPCK; (6)The older the teachers, the better the mastery of
Pedagogical Knowledge(PK)and Pedagogical Content Knowledge(PCK);(7) The first grade teachers
use technical knowledge(TK)better than third-year teachers.
5. Strategies for improving teaching skills of middle school teachers
This study found that teachers who received on-the-job training scored high. Therefore, education
and training should be comprehensive, multi-level, and wide-ranging. All-round training means that
education and training should be universal. And teacher training must be guaranteed in both rural and
urban areas. Multi-level means that education and training should be suitable for the level of regional
education development, the actual ability of teachers, the students’ development needs, and the
effectiveness of training. In order to promote teachers' all-round development, teachers' abilities should
be trained in a wide range of fields, including not only the training of teachers' information literacy, but
also the strengthening of teachers' psychological construction and physical constitution. Adopting a
variety of teacher training models can increase teachers' motivation and self-confidence in lifelong
learning. With the combination of multiple training models, we must attach importance to integrating
networked training into teacher training. Network training has two meanings. On the one hand, the
content of training is the application or knowledge of network information technology, and on the other
169
hand, it means that teachers receive training through the network.
Developing the ability of teachers at the technical level is related to the effectiveness of technical
teaching. Attention should be paid to the technical education of normal students and the technical
training of teachers. Only by mastering excellent skills can various technical methods be flexibly applied
in teaching. With the development of the times and the renewal of technological level, mastering and
using technology proficiently is a basic skill necessary for teachers in modern society, and it is also the
trend of future education development.
References Archambault, L., & Crippen, K. (2009). Examining TPACK among K-12 online distance educators in
the United States Contemporary Issues in Technology and Teacher Education,9(1), 71-88. COX.A Conceptual Analysis of Technological Content Knowledge [D].Brigham Young University,
2008. Chai Chingsing, Deng Feng. Research on Technological Pedagogical Content Knowledge (TPACK):
Progress and Trend [J].Modern Distance Education Research, 2015,(03):9-18. China Union Papers Network, date: 2016-01-13 09:59:23, this article quotes "School". Denise A. Schmidt, General Office of the Ministry of Education .Standards for Training Courses on Information Technology
Application Ability for Primary and Secondary School Teachers (Trial) [Z]. Teacher's Office [2014] Document 3, 2014-5-28.
Hair et al. 2009. Exploratory Factor Analysis: 89-149. Lu Jiamei. Educational Science Research Methods[M]. Shanghai: Shanghai Educational Publishing
house, 2009:141,144 Liu Lingyu. A Study of Learner Factors Affecting Trilingual Writing Achievement: Taking German as an
Example [M]. Suzhou: Suzhou University Press, 2015. 92. Liu Shujie. Educational Research Methods [M]. Beijing: Peking University Press,2016:76,79,82. Ministry of Education. Outline of National Medium and Long-term Education Reform and Development
Plan (2010-2020) [DB/OL].http://www.moe.edu.cn,2013-10-01. Niess M.L. Preparing teachers to teach science and mathematics with technology: Developing a
Technological Pedagogical Content Knowledge [J].Teaching and Te Schmidt, Denise A ; Baran, Evrim ; Thompson, Ann D ; Mishra, Punya ; Koehler, Matthew J ; Shin, Tae
S. Technological Pedagogical Content Knowledge (TPACK):The Development and Validation of an Assessment Instrument for Preservice Teachers [J].Journal of Research on Technology in Education, 01 December 2009, Vol.42(2), pp.123-149
Tomaz Kolar, Vesna Zabkar: A consumer-based model of authenticity 2010 [J]. Tourism Management 31 (2010) 652–664.
Wu Minglong. Structural Equation Model-Operation and Application of AMOS[M]. Chongqing: Chongqing University Press,2009.
Abstract
With the development of science and technology, "Internet + Education" becomes the trend of the
times. And teachers have obtained an efficient and convenient teaching model, but they also face the
challenge of mastering the corresponding technical means. By investigating the current TPACK level of
middle school teachers, this study provides development strategies for improving teachers' information
literacy from the perspective of teacher education. Based on the theory of Koehler and Mishra's TPACK
170
framework, combined with the Schmidt questionnaire and the K-12 scale, 404 middle school teachers
were surveyed by quantitative method. Findings indicate that the overall TPACK level of middle school
teachers is higher, but the scores involving technical dimensions are lower; the scores of male teachers
are higher than that of female teachers; teachers who have received on-the-job training have higher
average scores than untrained teachers; the older the teachers, the better the mastery of Pedagogical
Knowledge(PK)and Pedagogical Content Knowledge(PCK); the first grade teachers use technical
knowledge(TK)better than third-year teachers. Therefore, teacher education should be comprehensive,
multi-level, wide-ranging, adopt a variety of teacher training models, and develop teachers' technical