Share Paper: Tessellations in TPACK: Comparing Technological Pedagogical Content Knowledge Levels Among K-12 Online and Traditional Teachers

  1. Kent Sabo, Arizona State University, United States
  2. Leanna Archambault, Arizona State University, United States
Wednesday, March 7 10:55 AM-11:15 AM Capitol G

Abstract: Most studies on technology in teacher education feature undergraduate preservice teachers and inservice teachers as their participants. Comparatively few studies focus on graduate education students. Therefore, the purpose of this study was to explore and describe graduate education students’ TPACK levels and compare their levels to those of K-12 online teachers. A modified version of Archambault and Crippen’s (2009) TPACK instrument was administered to 58 graduate education students enrolled in an educational technology integration course. Analysis revealed that graduate students felt most confident in Pedagogy, PCK and Content, showing similar patterns as online teachers. However, graduate students scored significantly lower ...