Demographic Factors, TPACK Constructs, and Teachers' Perceptions of Constructivist-Oriented TPACK

Teachers' knowledge for implementing constructivist instruction with technology is termed as their constructivist-oriented technological pedagogical content knowledge. There are currently no available surveys for understanding teachers' perceptions in this aspect. Therefore, teachers'...

Full description

Saved in:
Bibliographic Details
Published in:Educational technology & society 2014-01, Vol.17 (1), p.185-196
Main Authors: Koh, Joyce Hwee Ling, Chai, Ching Sing, Tsai, Ching-Chung
Format: Article
Language:English
Subjects:
Analysis
Constructivism
Constructivism (Education)
Demographics
Educational technology
Elementary School Teachers
Elementary Schools
Full Length Articles
Pedagogical Content Knowledge
Perceptions
Regression analysis
Teacher centers
Teacher surveys
Teachers
Teaching
Teaching Experience
Teaching methods
Technology
Technology application
Technology Integration
Training
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:Teachers' knowledge for implementing constructivist instruction with technology is termed as their constructivist-oriented technological pedagogical content knowledge. There are currently no available surveys for understanding teachers' perceptions in this aspect. Therefore, teachers' perceived knowledge gaps in terms of constructivist-oriented technology integration are not well understood. Using the Technological Pedagogical Content Knowledge for Meaningful Learning Survey, this study examines the constructivist-oriented technological pedagogical content knowledge perceptions of 354 practicing teachers. The survey was first validated through exploratory and confirmatory factor analyses. Regression analysis found that teachers' perceptions of technological pedagogical knowledge, technological content knowledge, and technological knowledge had the largest positive relationships with their constructivist-oriented technological pedagogical content knowledge. It was not related to teachers' age and gender but primary school teachers and those with more teaching experience tend to be less confident of their constructivist-oriented technological pedagogical content knowledge. These results show that when teachers develop intermediate forms of technological pedagogical content knowledge, it contributes to their confidence for constructivist-oriented technology integration. The specific challenges faced by experienced teachers and primary school teachers need to be better understood and considered when designing teacher technology professional development.
ISSN:1176-3647
1436-4522
1436-4522