Examining Preservice Teachers' Perceived Knowledge of TPACK and Cyberwellness through Structural Equation Modeling

Autor/inn/en	Chai, Ching Sing; Koh, Joyce Hwee Ling; Ho, Hsin Ning Jessie; Tsai, Chin-Chung
Titel	Examining Preservice Teachers' Perceived Knowledge of TPACK and Cyberwellness through Structural Equation Modeling
Quelle	In: Australasian Journal of Educational Technology, 28 (2012) 6, S.1000-1019 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1449-5554
Schlagwörter	Factor Analysis; Internet; Web 2.0 Technologies; Preservice Teachers; Structural Equation Models; Pedagogical Content Knowledge; Information Technology; Foreign Countries; Pretests Posttests; Technology Integration; Teacher Education; Teacher Education Programs; Web Based Instruction; Cooperative Learning; Technology Uses in Education; Perception; Singapore + Suchen Sie Ihr Suchwort? Faktorenanalyse; Pädagogische Kompetenz; Informationstechnologie; Ausland; Lehrerausbildung; Lehrerbildung; Web Based Training; Kooperatives Lernen; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Wahrnehmung; Singapur
Abstract	This study examined outcomes from an information and communication technology (ICT) course designed on the basis of the meaningful learning framework and general cyberwellness issues. It also examined the relationships among Singaporean preservice teachers' perceptions of the constructs pertaining to technological pedagogical content knowledge (TPACK), and their perceived ability to integrate cyberwellness knowledge when designing web-related learning. Two questionnaires were administered to 668 and 628 preservice teachers before and after the ICT course to elicit the relationships. Five TPACK knowledge constructs (PK, CK, Web 2.0-related TK, TPK, TPACK) and the teachers' cyberwellness knowledge were identified from factor analysis results. The pre-post course surveys indicate that the preservice teachers perceived strong gain in 5 out 6 constructs measured. Additionally, the structural equation model analysis revealed that cyberwellness knowledge contributes significantly to TPK and TPACK, based on the preservice teachers' perception. As such, the study argues that the preservice teachers' confidence to integrate their cyberwellness knowledge into their teaching may play an important role in influencing how they plan and design web-based learning. Cyberwellness knowledge may be an important knowledge component to foster when considering the future development of teachers' TPACK for web-based learning. (Contains 5 tables and 2 figures.) (As Provided).
Anmerkungen	Australasian Society for Computers in Learning in Tertiary Education. Ascilite Secretariat, P.O. Box 44, Figtree, NSW, Australia. Tel: +61-8-9367-1133; e-mail: info@ascilite.org.au; Web site: http://www.ascilite.org.au/ajet
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10