Share Paper: Teachers’ assessment of TPACK: Where are we and what is needed?

1. Joke Voogt, University of Twente, Netherlands
2. Tae Shin, University of Central Missouri, United States
3. Punya Mishra, University of Michigan, United States
4. Matt Koehler, University of Michigan, United States
5. Denise Schmidt, Iowa State University, United States
6. Evrim Baran, Iowa State University, United States
7. Ann Thompson, Iowa State University, United States
8. Wei Wang, Iowa State University, United States
9. Ghaida Alayyar, University of Twente, Netherlands
10. Petra Fisser, University of Twente, Netherlands
11. Douglas Agyei, University of Twente, Netherlands
12. Bart Ormel, University of Twente, Netherlands
13. Chantal Velthuis, Edith Stein University of Applied Sciences, Netherlands
14. Jo Tondeur, University of Ghent, Belgium
15. David Gibson, Global Challenge, United States

Abstract: Technological Pedagogical Content Knowledge (TPACK) has emerged as a useful conceptual framework for understanding the teachers’ knowledge base needed for effectively teaching with technology. The symposium aims to further our thinking about TPACK as a conceptual framework and to relate TPACK as the teachers’ knowledge base for teaching with technology to factors affecting teachers’ adoption of technology. Various ways (self-report data, observations, tests) to assess teachers’ TPACK and adoption of technology will be presented.