Chapter Title

Testing a TPACK-Based Technology Integration Observation Rubric

Authors

Mark J. Hofer, College of William and MaryFollow
Neal Grandgenett, University of Nebraska at Omaha
Judi Harris, College of William and MaryFollow
Kathy Swan, University of Kentucky

Files

Document Type

Book Chapter

Department/Program

Education

Publication Date

2011

Book Title

Research Highlights in Technology and Teacher Education 2011

Role

Cleborne D. Maddux, David Gibson, Bernie Dodge, Matthew J. Koehler, Mishra Punya, and Carl Owens

Publisher

Society for Information Technology and Teacher Education

First Page

39

Last Page

46

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 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 teacher's written lesson plans (Harris, Grandgenett & Hofer 2010). We have now also developed a TPACK-based observation rubric that testing has shown to be robust. Seven TPACK experts confirmed the rubric's construct and face validity. 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%.

ISBN

1-880094-82-7

Publication Statement

© 2011 SITE

Recommended Citation

Hofer, Mark J.; Grandgenett, Neal; Harris, Judi; and Swan, Kathy, "Testing a TPACK-Based Technology Integration Observation Rubric" (2011). Book Chapters. 10.
https://scholarworks.wm.edu/bookchapters/10