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Describing increasing proficiency in teachers' knowledge of the effective use of digital technology

机译：描述教师对数字技术有效利用知识的熟练程度

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摘要

This paper aims to contribute to the theoretical framing of Technological Pedagogical Content Knowledge (TPACK) by exploring how a measurement approach can be used to address the need to improve the prescriptive value of the framework. Building on and extending the work described in Saubern, Urbach, Koehler and Phillips (2019), this paper describes the development of an empirically derived qualitative description of increasing proficiency in TPACK Confidence and TPACK Usefulness. Using the results of a partial credit Rasch analysis of survey responses, five bands of proficiency in TPACK Confidence and five bands of proficiency in TPACK Usefulness were delineated and described. The study found that teachers at higher levels of TPACK proficiency more strongly believe in the value of using technology to facilitate deep thinking and learning and are more confident to use technology to support and facilitate deeper thinking and learning in and across curriculum areas than teachers with lower levels of proficiency. By providing a description of lower and higher proficiency and an inferred typical order of acquisition, the resulting construct maps can be used by researchers to help develop and test hypotheses about teachers' acquisition of TPACK and improve the validity and precision of TPACK survey tools and by teacher educators to better understand and evaluate the TPACK of student teachers and inform the development of teacher education curricula.
机译：本文旨在通过探索如何使用测量方法来解决改进框架的规定值的需要来促进技术教学内容知识（TPACK）的理论框架。本文展示了在Saubern，Urbach，Koehler和Phillips（2019）中描述的工作（2019年）的工作，介绍了越来越熟练熟练熟练和TPACK用性的经验导出的定性描述。利用部分信贷Rasch分析调查响应的结果，TPACK信心的五段熟练程度和TPACK Iffighs的五频乐队是划定和描述的。该研究发现，教师较高水平的TPACK熟练程度更加强烈地相信使用技术的价值，以促进深思熟虑和学习，更有信心使用技术来支持和促进更深入的思考和学习，而且跨越课程地区的课程和学习比教师更低熟练程度。通过提供较低和更高熟练程度的描述和推断的典型阶数，研究人员可以使用所得构建地图来帮助开发和测试关于教师采购TPACK的假设，提高TPACK调查工具的有效性和精度。教师教育家更好地了解和评估学生教师的TPACK，并告知教师教育课程的发展。

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