Design and validation of a rubric to determine levels of technological knowledge of the TPACK framework in in-service teachers
DOI:
https://doi.org/10.51660/ripie.v4i1.136Keywords:
TPACK, Rubric, Interview, Technology, TeachersAbstract
Background: The TPACK framework is a reference model for the proper integration of technology into teachers' classroom practices. The objectives of this study were to validate a semi-structured interview that asks practicing teachers about their technological knowledge of TPACK, and then to develop a rubric to establish the levels of this knowledge. Methods: The validation of the interview was carried out through expert judgment and its results were analyzed considering the content validity coefficient (CVC) of Hernandez-Nieto (2002). The rubric was developed using as input the coding of the interviews conducted with 18 practicing elementary and secondary school teachers. Findings: From the initial interview, 7 questions remained unchanged, 2 were removed from the questionnaire, and 10 were modified according to the observations made by the judges. The rubric was composed of three levels (High-Medium-Basic) in each of the TPACK technology-based constructs (TK-TPK-TCK-TPACK). Conclusions: The resulting rubric can be adapted to establish TPACK technology literacy levels from classroom observations.
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