Technological Pedagogical Content Knowledge (TPACK) Literature Using Confidence Intervals

被引：0
|
作者：
Young, Jamaal R. [1 ]
Young, Jemimah L. [1 ]
Shaker, Ziad [1 ]
机构：
[1] Univ North Texas, Denton, TX 76203 USA
来源：
TECHTRENDS | 2012年 / 56卷 / 05期
关键词：
TPACK; pre-service teachers; confidence intervals; literature review;
D O I：
10.1007/s11528-012-0600-6
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
The validity and reliability of Technological Pedagogical Content Knowledge (TPACK) as a framework to measure the extent to which teachers can teach with technology hinges on the ability to aggregate results across empirical studies. The results of data collected using the survey of pre-service teacher knowledge of teaching with technology (TKTT) were synthesized using confidence intervals (CIs). Mean pre-service teacher TPACK point estimates were characterized by graphing CIs across studies from 2009 until 2011. The results present approximations of TPACK population parameters and implications for researchers and teacher educators.
引用
收藏
页码：25 / 33
页数：9
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