Testing a TPACK-Based Technology Integration Observation Rubric
Hofer, Mark J. Grandgenett, Neal Harris, Judi Swan, Kathy
Hofer, Mark J.
Grandgenett, Neal
Harris, Judi
Swan, Kathy
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%.
Description
Date
2011-01-01
Journal Title
Journal ISSN
Volume Title
Publisher
Society for Information Technology and Teacher Education