Developing a TPCK-SRL assessment scheme for conceptually advancing technology in education

Abstract

The present study aimed to: (a) develop a conceptual TPCK-SRL scheme for assessing teachers' integration of self-regulated learning (SRL) considerations while infusing technology into a TPCK classroom context (blending K. =. knowledge about T. =. technology, P. =. pedagogy, and C. =. content), which reflects all three knowledge components' dynamic interactions with SRL and (b) test this scheme's validity and reliability as a practical tool for measuring effects of teacher education. The scheme was used to assess 9 preservice teachers' lesson designs, collected before and after a course on TPCK Teaching and Learning Methods. At posttest, lesson designs revealed specific, qualitative TPCK-SRL descriptions that referenced TPCK components and SRL considerations (. what, . how, . when, and . why to infuse technology), thus providing content validity for the scheme. Theoretical, methodological, and practical implications and future research are discussed for using the TPCK-SRL scheme to empower teachers' technological professionalism. © 2012 Elsevier Ltd.