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Journal of Research on Technology in Education Volume 46, 2013 - Issue 2
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Original Articles

The Use of Confidence Intervals as a Meta-Analytic Lens to Summarize the Effects of Teacher Education Technology Courses on Preservice Teacher TPACK

Jamaal R. YoungUniversity of North Texas
,
Jemimah L. YoungUniversity of North Texas
&
Christina HamiltonUniversity of North Texas
Pages 149-172 | Received 22 Feb 2013, Accepted 30 Jun 2013, Published online: 21 Feb 2014
 
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Abstract

The validity and reliability of the Technological Pedagogical Content Knowledge (TPACK) framework to measure the extent to which teachers can teach with technology, hinges on the ability to aggregate results across empirical studies. We synthesized mean difference effect sizes resulting from university classroom studies, which used a survey of preservice teacher knowledge of teaching with technology (TKTT) using confidence intervals (CIs). We then characterized the mean effect sizes for the influence of classroom instruction on preservice teacher TPACK by graphing CIs across studies from 2009 until 2011. The results present approximations of TPACK population parameters as well as implications for researchers and teacher educators.

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Related Research Data

Investigating TPACK: Knowledge Growth in Teaching with Technology
Source: SAGE Publications
Understanding Planned Use of Technology by Classroom Teachers
Source: Informa UK Limited
Examining the impact of educational technology courses on pre-service teachers’ development of technological pedagogical content knowledge
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A power primer.
Source: American Psychological Association (APA)
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