Testing a TPACK-Based Technology Integration Observation Instrument

ID: 32086 Type: Full Paper - Book (submit final version now)
  1. Mark Hofer, College of William and Mary, United States
  2. Neal Grandgenett, University of Nebraska at Omaha, United States
  3. Judi Harris, College of William and Mary, United States
  4. Kathy Swan, University of Kentucky, United States

Thursday, March 10 4:00-4:30 PM Location: Oaklands

No presider for this session.

Abstract: Teachers’ knowledge for technology integration – conceptualized as technological pedagogical content knowledge, or TPACK (Mishra & Koehler 2006) – is difficult to discern, much less assess. Given the complexity, situatedness and interdependence of the types of knowledge represented by the TPACK construct, well-triangulated ways to assess demonstrated technology integration knowledge are needed. In 2009, three of the authors created and tested a rubric that was found to be a valid and reliable instrument to assess the TPACK evident in teachers’ written lesson plans (Harris, Grandgenett & Hofer 2010). We have now also developed a TPACK-based observation rubric that testing has shown to be robust. The instrument’s interrater reliability coefficient (.802) was computed using both Intraclass Correlation and a percent score agreement (90.8%) procedure. Internal consistency (Cronbach’s Alpha) was .914. Test-retest reliability (score agreement) was 93.9%.


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