{"id":6745,"date":"2024-01-05T09:45:55","date_gmt":"2024-01-05T14:45:55","guid":{"rendered":"https:\/\/tpack.pages.wm.edu\/?p=6745"},"modified":"2024-01-05T09:45:55","modified_gmt":"2024-01-05T14:45:55","slug":"6745","status":"publish","type":"post","link":"https:\/\/tpack.org\/tpackrefs\/archives\/6745","title":{"rendered":""},"content":{"rendered":"\n<p>Owusu, K.A., Conner, L. &amp; Astall, C. (2015). Assessing New Zealand high school science teachers\u2019 technological pedagogical content knowledge. <em>Journal of Computers in Mathematics and Science Teaching, 34<\/em>(3), 345-373. <a href=\"https:\/\/www.learntechlib.org\/primary\/p\/147320\/\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/www.learntechlib.org\/primary\/p\/147320\/<\/a><\/p>\n\n\n\n<p>Abstract: <\/p>\n\n\n\n<p>\u201cTechnological pedagogical content knowledge (TPACK) is the knowledge required for effective technology integration in teaching. In this study, New Zealand high school science teachers\u2019 TPACK was assessed through an online survey. The data and its analysis revealed that New Zealand\u2019s high school science teachers in general had a high perception of their understanding of TPACK and its related constructs. Science teachers had high mean scores on all the constructs of technological knowledge. This indicated that science teachers in New Zealand perceived themselves as being able to teach with technology effectively. Correlation analysis revealed that all six constructs correlated significantly with TPCK. Multiple and stepwise regression analyses revealed that TPK and TCK made statistically significant unique contributions to TPCK.\u201d<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Owusu, K.A., Conner, L. &amp; Astall, C. (2015). Assessing New Zealand high school science teachers\u2019 technological pedagogical content knowledge. Journal of Computers in Mathematics and Science Teaching, 34(3), 345-373. https:\/\/www.learntechlib.org\/primary\/p\/147320\/ Abstract: \u201cTechnological pedagogical content knowledge (TPACK) is the knowledge required for effective technology integration in teaching. In this study, New&#8230;<\/p>\n<div class=\"more-link-wrapper\"><a class=\"more-link\" href=\"https:\/\/tpack.org\/tpackrefs\/archives\/6745\">Continue reading<span class=\"screen-reader-text\"><\/span><\/a><\/div>\n","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[3,14],"tags":[58,170,1352],"coauthors":[2302],"class_list":["post-6745","post","type-post","status-publish","format-standard","hentry","category-journal-article","category-empirical-research","tag-science-teachers","tag-new-zealand","tag-high-school-teachers","entry"],"_links":{"self":[{"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/posts\/6745","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/comments?post=6745"}],"version-history":[{"count":0,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/posts\/6745\/revisions"}],"wp:attachment":[{"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/media?parent=6745"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/categories?post=6745"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/tags?post=6745"},{"taxonomy":"author","embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/coauthors?post=6745"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}