{"id":7283,"date":"2024-01-10T11:46:02","date_gmt":"2024-01-10T16:46:02","guid":{"rendered":"https:\/\/tpack.pages.wm.edu\/?p=7283"},"modified":"2024-01-10T11:46:02","modified_gmt":"2024-01-10T16:46:02","slug":"7283","status":"publish","type":"post","link":"https:\/\/tpack.org\/tpackrefs\/archives\/7283","title":{"rendered":""},"content":{"rendered":"\n<p>Kopcha, T., Ottenbreit-Leftwich, A., Jung, J., &amp; Baser, D. (2014). Examining the TPACK framework through the convergent and discriminant validity of two measures. <em>Computers &amp; Education, 78<\/em>, 87-96.\u00a0 <a href=\"http:\/\/doi.org\/10.1016\/j.compedu.2014.05.003\" target=\"_blank\" rel=\"noreferrer noopener\">http:\/\/doi.org\/10.1016\/j.compedu.2014.05.003<\/a><\/p>\n\n\n\n<p>Abstract:<\/p>\n\n\n\n<p>\u201cThe purpose of this multiple case study was to critically evaluate the Technological Pedagogical Content Knowledge (TPACK) framework by examining the convergent and discriminant validity associated with two popular TPACK measures. Twenty-seven preservice teachers completed the Schmidt et&nbsp;al. (2009) survey and their planning documents were analyzed using the Harris et&nbsp;al. (2010) rubric. A Spearman rank order correlation on the two measures revealed low levels of convergence within similar constructs and a lack of discrimination between dissimilar constructs. Holistic narrative analysis of end-of-course portfolios supported the rubric scores overall. Recommendations for re-examining the measures and the TPACK framework itself are discussed.\u201d<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Kopcha, T., Ottenbreit-Leftwich, A., Jung, J., &amp; Baser, D. (2014). Examining the TPACK framework through the convergent and discriminant validity of two measures. Computers &amp; Education, 78, 87-96.\u00a0 http:\/\/doi.org\/10.1016\/j.compedu.2014.05.003 Abstract: \u201cThe purpose of this multiple case study was to critically evaluate the Technological Pedagogical Content Knowledge (TPACK) framework by examining&#8230;<\/p>\n<div class=\"more-link-wrapper\"><a class=\"more-link\" href=\"https:\/\/tpack.org\/tpackrefs\/archives\/7283\">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":[3,12,14],"tags":[513,1380,2205],"coauthors":[],"class_list":["post-7283","post","type-post","status-publish","format-standard","hentry","category-journal-article","category-instrument-testing","category-empirical-research","tag-preservice-teachers","tag-schmidt-survey","tag-harris-rubric","entry"],"_links":{"self":[{"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/posts\/7283","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=7283"}],"version-history":[{"count":0,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/posts\/7283\/revisions"}],"wp:attachment":[{"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/media?parent=7283"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/categories?post=7283"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/tags?post=7283"},{"taxonomy":"author","embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/coauthors?post=7283"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}