Technological Pedagogical Content Knowledge Test and Teacher Students’ Knowledge of TPACK Approach

Abstract

Education is necessary for the promotion of digital literacy among students, which is why TPACK's concept of effectively integrating technology into lessons combined with pedagogical and content knowledge a key issue. It is important for teacher education program and helps prepare teacher students with TPACK concept before teaching in schools in the form of training. Therefore, it is necessary to create a quality test to measure knowledge before training and after training. This research aimed to: 1) create Technological Pedagogical Content Knowledge test for teacher students; and 2) compare TPACK approach knowledge of teacher students before and after training. Data were collected from 492 third-year teacher students who were in the of Bachelor of Education Program, Nakhon Pathom Rajabhat University, using simple random sampling. Data were analyzed by averaging, standard deviation and t test.

            The findings were as follows:

            1) Technological Pedagogical Content Knowledge test for teacher students was situational in a nutrition learning plan designed according to TPACK approach, 10 items with multiple choice (4 options) were question. All items had   validity of 1.00, difficulty index between .21-.78, discrimination index between .31-.63, passed the criteria. The reliability of test was 0.68 meaning medium level.  

            2) TPACK approach knowledge of teacher students after training (x̅  =7.38, SD = 2.16) was higher than before training ( x̅ = 4.25, SD = 2.00) with statistical significance at .01 level.