Developing Technological Pedagogical Content Knowledge (TPACK) Scale Regarding Geometry

EERA: Developing Technological Pedagogical Content Knowledge (TPACK) Scale Regarding Geometry Author(s):Aykut Bulut (submitting) Conference:ECER 2012, The Need for Educational Research to Champion Freedom, Education and Development for All Network:21. Emerging Researchers' Group (for presentation at Emerging Researchers' Conference) Format:Symposium Paper Session Information ERG SES H 11, Technology Parallel Paper Session Time:2012-09-18 13:15-14:45 Room:FCEE - Aula 4.3.,Kap. 36 Contribution Developing Technological Pedagogical Content Knowledge (TPACK) Scale Regarding Geometry Technology is essential in almost all areas of life. This evolution effects education as well. According to National Council of Teachers of Mathematics [NCTM] (2000) technology influences the mathematics by enhancing students? learning, which is also effected by teachers. Teachers play a central role in students? learning, so teachers must be kept up with new challenges, and technologies. The effective use of technology in the mathematics classroom depends on the teacher, so the appropriate technological tools that support instructional goals must be selected carefully. To educate informed teacher about technology integration in mathematics class, teacher preparation programs need to be well prepared (NCTM, 2000).In other words, opportunities should be given to the teacher educators to assess preservice teachers? knowledge of technology (Mishra & Koehler, 2006). Technological pedagogical content knowledge (TPACK) is one of the adaptation forms of pedagogical content knowledge (PCK). It emerges from interactions among technology knowledge, pedagogical knowledge and content knowledge (Koehler & Mishra, 2008; Mishra & Koehler, 2006; Thompson & Mishra, 2007). Mishra and Koehler?s (2006) generated comprehensive framework, which has seven components and three main parts. Content knowledge, pedagogical knowledge, and technology knowledge are the three main constructs in TPACK. Other four components are the intersection parts of TPACK framework, which consist of pedagogical content knowledge (PCK), technological content knowledge (TCK), technological pedagogical knowledge (TPK), and technological pedagogical content knowledge (TPCK). Mishra and Koehler?s TPACK framework was used in this study. Geometry is one of the essential parts of school mathematics and mathematics curriculum. Students can understand the shapes and their properties, apply geometric properties to real world situations, and solve 1 EERA: Developing Technological Pedagogical Content Knowledge (TPACK) Scale Regarding Geometry relevant problems in mathematics and other disciplines (Kilpatrick, Swafford, & Findell, 2001; NCTM, 2000). Computer environments are an ideal for teaching and learning geometry. If technology is used appropriately, students? geometric understanding and intuition can be affected positively (Battissa, 2007; Clements & Battissa, 1992). Dynamic Geometry Environments (DGEs) create dynamic and productive interactions between teacher, students, and computers in order to support the teaching and learning of geometry (Battista, 2001; Hoffer, 1983). When we consider the Mishra and Koehler?s framework, TPCK refers to interrelationship between content (geometry), pedagogy (teaching and student learning), and technology (dynamic software?s of geometry). When we look at the literature, there are a limited number of instruments measuring teachers? TPACK. Moreover, majority of the existing TPACK survey studies has been administered in the USA, and existing surveys were too general to measure teachers? TPACK in specific content area such as geometry. Thus, in this study a scale was developed in order to assess preservice mathematics teachers? perceived technological knowledge. In other words, the purpose of the study is developing and validating the Perceived Technological Pedagogical Content Knowledge on Geometry Scale. Method This study was conducted with preservice mathematics teachers who are enrolled in elementary mathematics education departments of Education Faculties of two public universities located in Ankara, Turkey. Data were collected from 279(225 female and 54 male) third and fourth grade elementary mathematics education students. Two comprehensive TPACK studies, which belong to Schmidt et al. (2009) and Sahin (2011), were selected in order to guide and adapt the new TPACK instrument regarding geometry.Both Schmidt et al.?s (2009) study and Sahin?s (2011) study consist of seven subscales of TPACK. In a similar way, the scale of this study, TPACK about geometry scale, consist of seven subscales and 54 items. The 6-point Likert scale format ranging from strongly disagree to strongly agree was used in the scale. Content validation was ensured with three experts? opinion. Cognitive interviewing was conducted with two preservice mathematics teachers to gain face validity. To ensured construct validation and identify the factor structure of the instrument, exploratory factor analysis was performed. A reliability coefficient (Cronbach?s alphas) of the scale was measured by using PASW 18. Expected Outcomes In exploratory factor analysis, common factor analysis was preferred for the extraction technique, and maximum likelihood was used for a factor extraction method. The Kaiser-Meyer-Olkin (KMO) value and Bartlett?s test of sphericity (BTS) value were examined in order to ensure feasibility of factor analysis. BTS was significant (BTS value=10357.86, p References Battista, M. T. (2001). A research?based perspective on teaching school geometry.In J. 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Thompson, A.D. & Mishra, P. (2007-2008). Breaking news: TPCK becomes TPACK! Journal of Computing in Teacher Education, 24(2), 38 & 64. This proposal is part of a master or doctoral thesis. Author Information Aykut Bulut (submitting) Middle East Technical University Elementary Science and Mathematics Education Ankara 3