TPACK Article Published

Ritzhaupt, A. D., Huggins, A. C., Madley, S., Ruggles, K. & Wilson, M. (2016). Validation of the Survey of Preservice Teachers’ Knowledge of Teaching and Technology: A multi-institutional sample. Journal of Digital Learning in Teacher Education, 32(1), 26 – 37.

Abstract: The TPACK (technological pedagogical content knowledge) framework (Mishra & Koehler, 2006) has gained tremendous momentum from within the educational technology commu- nity. Specifically, much discourse has focused on how to measure this multidimensional  construct to  further define the contours of the framework and potentially make some meaningful predictions. Some have proposed observation scales while other have proposed  self-report  measures  to gauge the phenomenon. The Survey of Pre-service Teachers ’ Knowledge of Teaching and Technology instrument is one popular tool designed to measure  TPACK  (Schmidt  et al., 2009)  specifically  from  preservice teachers in teacher education programs. This study extends the measurement framework by providing a confirmatory factor analysis of the theoretical   model   proposed   by Schmidt et al. (2009) on a sample of 227 preservice teachers from four public institutions of higher education  in  the  southeastern  United States. The data did not fit the theoretical 10-factor model implied by Schmidt  et al.  (2009),  thus,  an exploratory factor analysis was conducted  to  determine  the  optimal structure of the measurement tool for these data. This resulted in a nine- factor model, and there were measurement issues for several of the constructs. Additionally, the article provides evidence of external validity by correlating the instrument scores with   other   known   technology constructs.