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Research Highlights in Technology and Teacher Education 2011
Cleborne D. Maddux, David Gibson, Bernie Dodge, Matthew J. Koehler, Mishra Punya, and Carl Owens
Society for Information Technology and Teacher Education
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%.
© 2011 SITE
Hofer, Mark J.; Grandgenett, Neal; Harris, Judi; and Swan, Kathy, "Testing a TPACK-Based Technology Integration Observation Rubric" (2011). Book Chapters. 10.