teacher demographic characteristics, …...teacher demographic characteristics, value beliefs, and...

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)

http://tpack.org/

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


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


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


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


• 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.



* p < .05.


Time 1 D.V. = TCK

Step 1 .25 6.95 .00

Constant 3.32*

Age .00 0.16

Years of teaching -.01 0.49




Step 2 .03 1.28 .28

ELAs – Math -.11 0.25

Science – Math .04 0.04


Step 3 .03 1.78 .17

Middle – Primary .37* 2.56

High – Primary .12 0.36

Step 4 .12 19.74 .00




* p < .05.


Time 1 D.V. = TPK

Step 1 .19 4.691 .00

Constant 3.48*

Age .01 0.36





Step 2 .01 .31 .82




Step 3 .01 .30 .74


High – Primary -.01 0.01

Step 4 .10 13.92 .00




* p < .05.


Time 1 D.V. = TPACK

Step 1 .19 4.93 .00

Constant 3.45*

Age .00 0.16





Step 2 .00 .13 .94




Step 3 .00 .07 .93



Step 4 .08 10.79 .00




positive

positive


value beliefs, and TPACK in the intervention setting?


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


Step 5 .06 7.71 .01


* p < .05.


value beliefs, and TPACK in the intervention setting?

* p < .05.


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


Step 3 .04 1.76 .16



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


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

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