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TEACHER DEMOGRAPHIC CHARACTERISTICS, VALUE BELIEFS, AND
TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE (TPACK)
PERCEPTIONS
Sheng-Lun Cheng @shonn2nd
Dr. Kui Xie @KuiXieOSU
College of Education and Human Ecology
The Ohio State University
Presentation at AERA, New York, NY, USA
April 14, 2018
Technological Pedagogical Content
Knowledge (TPACK)
The TPACK framework and its knowledge components.
http://tpack.org (Mishra & Koehler, 2006)
Extant Literature on TPACK
TPACK
Demographic
Characteristics
Value
Beliefs
Context
Demographic Characteristics & TPACKDemographic
Characteristics
Relationship TPACK References
Age Negative TK, TCK, TPK,
TPACK
Koh et al. (2014)
Liang et al. (2013)
Years of Teaching Positive PK, CK Liu et al. (2015)
Koh et al. (2014)Negative TK, TCK, TPK
Gender
(M vs F)
Positive TK Lin et al. (2013)
Negative PK Ekrem & Recept
(2014)
Technology Use Positive TK, TCK, TPK,
TPACK
Altun (2013)
Lee & Tsai (2010)
Subject Areas
(Math vs Science)
Negative TK, TPACK Jang & Tsai (2012)
Demographic Characteristics & TPACKDemographic
Characteristics
Relationship TPACK References
Education
Qualifications
(University vs High
School or Junior
College)
Positive TK, TPACK Liang et al. (2013)
Teaching Level
(Primary vs
Secondary)
Negative CK Koh et al. (2010)
(Primary vs
Secondary &
Junior College)
Negative TPACK Koh et al. (2014)
(Elementary vs
Middle)
Positive PK, PCK Hsu et al. (2017)
Value Beliefs & TPACK
Relationship TPACK References
Positive TK Lehtinen et al. (2016)
Positive TK, TCK, TPK, TPACK Hsu et al. (2017)
WHICH FACTOR IS THE MOST IMPORTANT
ONE IN RELATION TO TPACK?
AgeYears of
Teaching
GenderTechnology
Use
Experience
Subject
AreasEducational
Qualifications
Value
BeliefsTeaching
Level
Limitations in Previous Studies
• Separate investigation on the relationship between demographic
characteristics, value beliefs, and TPACK
• Correlation (e.g., Koh et al., 2010)
• ANOVAs (e.g., Jang & Tsai, 2012)
• Most of the studies were non-interventional in nature, but the
implications of these studies were usually made for intervention
program (e.g., Chuang & Ho, 2011; Lee & Tsai, 2010)
Intervention Study
Xie, K., Kim, M. K., Cheng, S.
L., & Luthy, N. C. (2017).
Teacher professional
development through digital
content evaluation. Educational
Technology Research and
Development, 65(4), 1067-
1103.
Intervention Study
• Powell et al. (2010) found that there was no significant difference in content mastery of general chemistry by teaching subjects (i.e., high school chemistry versus high school biology) at the end of PD even though pre-program difference was observed at the start of the program
Research Purpose and Questions
• Purpose of study
• The purpose of the present study was to examine the relationship
between demographic characteristics, value beliefs, and TPACK in both
non-intervention and intervention settings.
• Research Questions
1. What are the relations of TPACK with distinct demographic
characteristics and value beliefs in the non-intervention setting?
2. What is the relationship between demographic characteristics, value
beliefs, and TPACK in the non-intervention setting?
3. What is the relationship between demographic characteristics, value
beliefs, and TPACK in the intervention setting?
Research Context and Procedure
2014 2015Sep Oct Dec Jan Feb Mar Apr May
Sept 30 & Oct 1
Online Module
Pre-SurveyStage 1
Face to Face
Nov
Standards
Alignment
Task
Standards Intro
Task
Face to Face Oct 29 – Nov 6
Rubric Intro
Task
Online Module
Content Review
Task
Mid-SurveyStage 2
Online Module
Teaching Online
Task
Online Module
Digital Teaching
Task
Online Module
Customizing
Instruction
Task
Online Module
Instructional
Design
Task
Online Module
Content Evaluation
Task
Online Module
Project Evaluation
Task
Post-Survey
Stage 3
May 1
Interview
Self-reflection
InterventionNon-Intervention
Setting
Intervention
Setting
Participants• 109 in-service teachers from 5 school districts participated in this study.
• Age: 24 to 62 (M: 39.24)
• Gender: 22% males, and 78% female
• Education Qualifications: 20% Bachelor’s and 80% Master’s
• Teaching area: ELA (27.5%), Math (23.9%), Science (30.3%), Others (18.3%)
• Teaching experience: 2~36 years (M: 11.87, SD: 7.27 )
• Teaching level: primary school (25%), middle school (21%), high school (54%)
• Years of using digital materials: 0~20 years (M: 6.14, SD: 4.89)
Measures
• Demographic Information• Age, years of teaching, technology use, gender, educational qualifications, teaching
subjects, teaching level
• TPACK Assessment Instrument • Measure three main types of knowledge (i.e., technological, pedagogical, and
content knowledge) and the intersection of these knowledge domains teachers should have related to effective instruction in a technology-integrated classroom (Schmidt et al., 2009).
• TK (7 items), CK (3 items), PK (7 items), PCK (5 items) TCK (4 items), TPK (5 items), TPACK (5 items)
• Cronbach’s alpha = .79-.94
• Value Beliefs Measures• Measure teachers’ perceived task values (interest, attainment, & utility), associated
with learning digital content evaluation and integrating technology
• Aggregated as a unidimensional measure of value beliefs
• Cronbach's alpha = .88-.91
Results
RQ1: What are the relations of TPACK with distinct demographic
characteristics and value beliefs in the non-intervention setting?
1 2 3 4 TK CK PK PCK TCK TPK TPCK
1. Age 1 .68** .37** .15 -.25** -.02 .14 .20* .08 .04 .05
2. Years of Teaching 1 .50** .12 -.22* .09 .22* .21* .10 -.03 .01
3. Technology Use 1 .10 .14 .03 .04 .09 .42** .28** .35**
4. Value beliefs 1 .30** .14 -.01 .10 .38** .33** .30**
Mean (Time 1) 39.24 11.87 6.14 3.65 3.53 4.58 4.31 4.33 3.57 3.70 3.64
S.D. (Time 1) 10.03 7.27 4.89 .66 .73 .47 .49 .48 .76 .66 .75
* p < .05; ** p < .01.
RQ1: What are the relations of TPACK with distinct demographic
characteristics and value beliefs in the non-intervention setting?
• Gender
• Male teachers > female teachers in TK, TCK, TPK
• Educational Qualifications
• No significant difference was found between teachers with bachelor’s degree and
those with master’s degree.
• Teaching Level
• High school teachers > primary school teachers in CK
• Teaching Subjects
• No significant difference was found.
RQ2: What is the relationship between demographic characteristics,
value beliefs, and TPACK in the non-intervention setting?
Step and variable b 𝑆𝑟2(%) Δ𝑅2 F change p-Value for F change
Time 1 D.V. = TK
Step 1 .23 6.06 .00
Constant 3.50*
Age -.01 1.96
Years of teaching -.03* 3.24
Technology use .05* 7.84
Male – Female .57* 9.61
Education qualif. .01 0.00
Step 2 .03 1.19 .32
ELAs – Math .10 0.16
Science – Math -.04 0.04
Others – Math .06 0.09
Step 3 .02 1.45 .24
Middle – Primary .03 0.01
High – Primary -.23 1.21
Step 4 .11 16.79 .00
Value beliefs .37* 10.89
* p < .05.
RQ2: What is the relationship between demographic characteristics,
value beliefs, and TPACK in the non-intervention setting?
* p < .05.
Step and variable b 𝑆𝑟2(%) Δ𝑅2 F change p-Value for F change
Time 1 D.V. = TCK
Step 1 .25 6.95 .00
Constant 3.32*
Age .00 0.16
Years of teaching -.01 0.49
Technology use .07* 14.44
Male – Female .42* 4.84
Education qualif. .01 0.01
Step 2 .03 1.28 .28
ELAs – Math -.11 0.25
Science – Math .04 0.04
Others – Math .10 0.16
Step 3 .03 1.78 .17
Middle – Primary .37* 2.56
High – Primary .12 0.36
Step 4 .12 19.74 .00
Value beliefs .41* 11.56
RQ2: What is the relationship between demographic characteristics,
value beliefs, and TPACK in the non-intervention setting?
* p < .05.
Step and variable b 𝑆𝑟2(%) Δ𝑅2 F change p-Value for F change
Time 1 D.V. = TPK
Step 1 .19 4.691 .00
Constant 3.48*
Age .01 0.36
Years of teaching -.03* 4.41
Technology use .05* 9.61
Male – Female .41* 5.76
Education qualif. .16 0.81
Step 2 .01 .31 .82
ELAs – Math .01 0.00
Science – Math -.06 0.09
Others – Math .03 0.01
Step 3 .01 .30 .74
Middle – Primary .12 0.36
High – Primary -.01 0.01
Step 4 .10 13.92 .00
Value beliefs .33* 10.24
RQ2: What is the relationship between demographic characteristics,
value beliefs, and TPACK in the non-intervention setting?
* p < .05.
Step and variable b 𝑆𝑟2(%) Δ𝑅2 F change p-Value for F change
Time 1 D.V. = TPACK
Step 1 .19 4.93 .00
Constant 3.45*
Age .00 0.16
Years of teaching -.03* 3.61
Technology use .07* 12.96
Male – Female .34* 3.24
Education qualif. .09 0.16
Step 2 .00 .13 .94
ELAs – Math .03 0.01
Science – Math -.04 0.04
Others – Math .03 0.01
Step 3 .00 .07 .93
Middle – Primary .08 0.16
High – Primary .05 0.04
Step 4 .08 10.79 .00
Value beliefs .33* 7.84
RQ2: What is the relationship between demographic characteristics,
value beliefs, and TPACK in the non-intervention setting?
RQ2: What is the relationship between demographic characteristics,
value beliefs, and TPACK in the non-intervention setting?
positive
positive
RQ2: What is the relationship between demographic characteristics,
value beliefs, and TPACK in the non-intervention setting?
RQ3: What is the relationship between demographic characteristics,
value beliefs, and TPACK in the intervention setting?
Step and variable b 𝑆𝑟2(%) Δ𝑅2 F change p-Value for F change
Time 2 D.V. = TPK
Step 1 .16 19.96 .00
Constant 4.18*
TPK_Time 1 .22* 4.41
Step 2 .02 .44 .82
Age .00 0.16
Years of teaching -.02 1.69
Technology use .01 0.25
Male – Female .07 0.25
Education qualif. -.06 0.16
Step 3 .02 .98 .41
ELAs – Math -.05 0.09
Science – Math -.28* 2.89
Others – Math -.26 1.96
Step 4 .06 3.74 .03
Middle – Primary .36* 4.00
High – Primary .06 0.16
Step 5 .06 7.71 .01
Value beliefs .25* 5.76
* p < .05.
RQ3: What is the relationship between demographic characteristics,
value beliefs, and TPACK in the intervention setting?
* p < .05.
Step and variable b 𝑆𝑟2(%) Δ𝑅2 F change p-Value for F change
Time 2 D.V. = TPACK
Step 1 .23 31.79 .00
Constant 4.14*
TPACK_Time 1 .24* 7.29
Step 2 .02 .61 .69
Age .00 0.04
Years of teaching .00 0.16
Technology use .01 0.81
Male – Female .00 0.00
Education qualif. .12 0.64
Step 3 .04 1.76 .16
ELAs – Math .04 0.09
Science – Math -.09 0.36
Others – Math -.34* 3.61
Step 4 .04 2.59 .08
Middle - Primary .19 1.21
High - Primary -.04 0.04
Step 5 .05 8.43 .01
Value beliefs .24* 5.29
Conclusion
• Confirm previous results on direct relationship of TPACK with distinct
demographic characteristics and value beliefs.
• Support the pivotal role of value beliefs and technology use
experience in influencing TPACK in non-intervention settings.
• Value beliefs moderate the relation between demographic
characteristics and TPACK.
• Support the pivotal role of value beliefs in influencing TPACK in
intervention settings.
• Teachers’ value beliefs should be the primary concern for school
administrative and TPD program designers.
Limitations
• More efforts are still needed to identify additional relevant
demographic characteristics and teacher beliefs or even structural
factors such as school culture or resources that may influence
TPACK
• Possible bias may exist in the group mean differences. More studies
with balanced group sample sizes are needed.
• More studies, especially in North America, are still needed to verify
the findings found in our study.
TEACHER DEMOGRAPHIC CHARACTERISTICS, VALUE BELIEFS, AND
TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE (TPACK)
PERCEPTIONS
Sheng-Lun Cheng @shonn2nd
Dr. Kui Xie @KuiXieOSU
College of Education and Human Ecology
The Ohio State University
Presentation at AERA, New York, NY, USA
April 14, 2018
QUESTIONS?
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