TEACHER DEMOGRAPHIC CHARACTERISTICS, VALUE BELIEFS, AND TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE (TPACK) PERCEPTIONS Sheng-Lun Cheng @shonn2nd Dr. Kui Xie @KuiXieOSU College of Education and Human Ecology The Ohio State University Presentation at AERA, New York, NY, USA April 14, 2018
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TEACHER DEMOGRAPHIC CHARACTERISTICS, …...TEACHER DEMOGRAPHIC CHARACTERISTICS, VALUE BELIEFS, AND TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE (TPACK) PERCEPTIONS Sheng-Lun Cheng @shonn2ndDr.
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TEACHER DEMOGRAPHIC CHARACTERISTICS, VALUE BELIEFS, AND
Years of Teaching Positive PK, CK Liu et al. (2015)
Koh et al. (2014)Negative TK, TCK, TPK
Gender
(M vs F)
Positive TK Lin et al. (2013)
Negative PK Ekrem & Recept
(2014)
Technology Use Positive TK, TCK, TPK,
TPACK
Altun (2013)
Lee & Tsai (2010)
Subject Areas
(Math vs Science)
Negative TK, TPACK Jang & Tsai (2012)
Demographic Characteristics & TPACKDemographic
Characteristics
Relationship TPACK References
Education
Qualifications
(University vs High
School or Junior
College)
Positive TK, TPACK Liang et al. (2013)
Teaching Level
(Primary vs
Secondary)
Negative CK Koh et al. (2010)
(Primary vs
Secondary &
Junior College)
Negative TPACK Koh et al. (2014)
(Elementary vs
Middle)
Positive PK, PCK Hsu et al. (2017)
Value Beliefs & TPACK
Relationship TPACK References
Positive TK Lehtinen et al. (2016)
Positive TK, TCK, TPK, TPACK Hsu et al. (2017)
WHICH FACTOR IS THE MOST IMPORTANT
ONE IN RELATION TO TPACK?
AgeYears of
Teaching
GenderTechnology
Use
Experience
Subject
AreasEducational
Qualifications
Value
BeliefsTeaching
Level
Limitations in Previous Studies
• Separate investigation on the relationship between demographic
characteristics, value beliefs, and TPACK
• Correlation (e.g., Koh et al., 2010)
• ANOVAs (e.g., Jang & Tsai, 2012)
• Most of the studies were non-interventional in nature, but the
implications of these studies were usually made for intervention
program (e.g., Chuang & Ho, 2011; Lee & Tsai, 2010)
Intervention Study
Xie, K., Kim, M. K., Cheng, S.
L., & Luthy, N. C. (2017).
Teacher professional
development through digital
content evaluation. Educational
Technology Research and
Development, 65(4), 1067-
1103.
Intervention Study
• Powell et al. (2010) found that there was no significant difference in content mastery of general chemistry by teaching subjects (i.e., high school chemistry versus high school biology) at the end of PD even though pre-program difference was observed at the start of the program
Research Purpose and Questions
• Purpose of study
• The purpose of the present study was to examine the relationship
between demographic characteristics, value beliefs, and TPACK in both
non-intervention and intervention settings.
• Research Questions
1. What are the relations of TPACK with distinct demographic
characteristics and value beliefs in the non-intervention setting?
2. What is the relationship between demographic characteristics, value
beliefs, and TPACK in the non-intervention setting?
3. What is the relationship between demographic characteristics, value
beliefs, and TPACK in the intervention setting?
Research Context and Procedure
2014 2015Sep Oct Dec Jan Feb Mar Apr May
Sept 30 & Oct 1
Online Module
Pre-SurveyStage 1
Face to Face
Nov
Standards
Alignment
Task
Standards Intro
Task
Face to Face Oct 29 – Nov 6
Rubric Intro
Task
Online Module
Content Review
Task
Mid-SurveyStage 2
Online Module
Teaching Online
Task
Online Module
Digital Teaching
Task
Online Module
Customizing
Instruction
Task
Online Module
Instructional
Design
Task
Online Module
Content Evaluation
Task
Online Module
Project Evaluation
Task
Post-Survey
Stage 3
May 1
Interview
Self-reflection
InterventionNon-Intervention
Setting
Intervention
Setting
Participants• 109 in-service teachers from 5 school districts participated in this study.
• Age: 24 to 62 (M: 39.24)
• Gender: 22% males, and 78% female
• Education Qualifications: 20% Bachelor’s and 80% Master’s
• Teaching area: ELA (27.5%), Math (23.9%), Science (30.3%), Others (18.3%)
• Teaching experience: 2~36 years (M: 11.87, SD: 7.27 )
• Teaching level: primary school (25%), middle school (21%), high school (54%)
• Years of using digital materials: 0~20 years (M: 6.14, SD: 4.89)
Measures
• Demographic Information• Age, years of teaching, technology use, gender, educational qualifications, teaching
subjects, teaching level
• TPACK Assessment Instrument • Measure three main types of knowledge (i.e., technological, pedagogical, and
content knowledge) and the intersection of these knowledge domains teachers should have related to effective instruction in a technology-integrated classroom (Schmidt et al., 2009).