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Developing an Instrument to Measure Perceived Technology Integration

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Developing an Instrument to Measure Perceived Technology Integration

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Developing an Instrument to Measure Perceived Technology Integration Knowledge

of Teachers
Zahra Hosseini
Islamic Azad University South Tehran Branch
Tehran. Iran
z_hosseini@azad.ac.ir
Anand Kamal
IP Associate, IPpro Services (India) Pvt. Ltd
Bangalore, India
anandakamal@gmail.com
Abstract :
Many studies have highlighted the huge difference between having technology skills and effectively
using technology for teaching. However, evaluating teachers’ knowledge for the effective use of technology in
their teaching seems a complex task. Accordingly, this paper aims to develop an instrument to aid investigators
and educators in measuring and researching the knowledge of teachers for integration of technology in
teaching. Based on a review of the literature, TPCK framework was selected as the lens for examining
technology integration and a new questionnaire was built upon the work of Schmdit and colleagues (2009).
According to their suggestion, the questionnaire was adapted by adding new items and changing some existing
items in different areas to strengthen the instrument’s validity. Consequently, the initial questionnaire in
Persian language included 53 items thought to be important for measuring the perceived knowledge of
technology integration. These 53 items were allocated to seven categories corresponding to the components of
TPCK. A sample of 236 pre-service teachers containing five groups from different instructional fields rated
these items and generated a 50-item final version of the instrument. With regard to the reliability of the
instrument, the Cronbach alpha value was found to be .895. The alpha reliability coefficient for each scale
ranged from .851 to .906 indicating that the questionnaire had a good internal consistency. In addition, analysis
using Pearson's correlation coefficient showed a significant correlation between the components of TPCK.
Overall, the findings provided strong support for the reliability and validity of the TPCK questionnaire for
measuring teachers’ knowledge for integration of technology in teaching.
INTRODUCTION
The use of technology as an instructional tool is strongly recommended by many professional

organizations such as ISTE [1], ITEA [2] and NTLC [3]. Consequently, schools, colleges and universities are
investigating the educational use of computer technologies including computer hardware, software and
computer networks. While currently the majority of teacher education programs focus on teaching various
technological tools and resources in an isolated way, many studies have suggested integrating technology in
Proceeding @ IJISCS ( ISSN : 2091-1610 ) (http://www.iisrc.org/ijitcs/about_ijitcs.php) , IIMACST) (ISSN 1857-7202 ) (

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Date : Feb 7 - 8, 2012
curriculum [4, 5]. In this regard, some researchers have emphasized on the difference between knowing
technologies and knowing how to effectively use technologies for teaching [6, 7, 8, 9, 10, 11]. They believe that
teaching technology skills out of context and as separate skills is not adequate to prepare teachers for teaching
with technology in their classroom [9, 12, 13].
While finding a model for incorporating technology into curriculum seems a difficult and complex task
for teacher educators, [14, 15] believe that the Technological Pedagogical Content Knowledge (TPCK)
framework is a promising way forward for successfuly integrating technology throughout curriculum planning.
According to TPCK, technology is not merely a new item added into the curriculum. TPCK provides the special
kind of teacher knowledge which is required for effectively using technology for teaching [16, 17]. The TPCK
framework offers educators and researchers a way to evaluate and present practical suggestions to develop the
teachers’ knowledge and skills which are needed for integrating technology into teaching. Accordingly, in this
study, the TPCK framework is used to develop a survey for measuring teachers’ knowledge for technology
integration.
The complexity of technology integration has made the measurement of its knowledge to be a difficult
task. Since TPCK appears to be a suitable framework for integrating technology into curriculum, recent
researches have been focused on preparing surveys for quantitative studies on technology integration by
developing instruments for measuring TPCK. The first such instrument for measuring TPCK was designed and
created by [18]. Although the validity and reliability of the instrument was acceptable, because of the limitation
of items in a few constructs of TPCK, they suggested further studies to develop the instrument. Accordingly,
many studies to develop the TPCK instrument in different context areas have been conducted [19, 20, 21] and
are also under progress [22]. In this line, the current paper aims to develop an instrument for measuring TPCK
by examining the instrument in different contexts and different fields to aid investigators and educators in
measuring and researching the knowledge of teachers for integration of technology in teaching.
METHDOLOGY
This paper reports the survey conducted by the researchers by collecting data from the sample group of
participants who were representative of the knowledge in the population [24].
A. Participants
The participants of this survey contained 275 student-teachers in Islamic Azad University, South
Tehran Branch enrolled in five different fields in the academic year of 2010 – 2011. The five fields included:
English, Persian Literature, Mathematics, Religion and Mathematics.
B. Sampling

Date : Feb 7 - 8, 2012
The sample of the study was selected using a stratified sampling method [24]. Accordingly, the
researcher divided the population into different groups and randomly selected a subset of participants from each
group. Since many questions in the TPCK questionnaire are dependent on different content areas, the sample
was selected from five different groups of student-teachers who were studying in the university. In order to be
consistent in size across different groups, 55 participants were randomly selected from each group to form the
sample of 275 participants. However, only 236 participants in the sample completed the questionnaires and
returned it back. The data collected from the final sample group of 236 participants were categorized according
to different fields: English, 53 (22.4%); Persian Literature, 43 (18.1 %); Mathematics, 48 (20.3%); Religion, 42
(17.7%) and Science, 50 (21.1%). Majority of the 236 students who completed the survey, were female (84.8%),
while 14.3% were male, and 0.9% did not mention their gender. Further,
40.61% of participants in the final sample group had some form of experience teaching in schools and private
institutes or as a tutor.
C. The Instrument
The TPCK instrument contained 53 close-ended Likert-scale questions, for indicating TPCK
knowledge and its components. A five point Likert system was selected (SD = Strongly Disagree, D = Disagree,
U = Undecided, A = Agree and SA = Strongly Agree) to assess the constructs.
The instrument was based on the TPCK framework introduced by [23] for integrating technology into
teaching. After surveying the literature for existing instruments for TPCK, an initial questionnaire was created
based on the theme of “Survey of Pre-service Teachers' Knowledge of Teaching and Technology” that was
introduced by [18]. The researchers added additional items corresponding to important aspects of the content
domain of a construct, whenever questions were not adequate to assess the construct. The questionnaire included
59 questions which were divided into seven sections that assess each of the constructs of TPCK independently.
In order to assess the instrument’s content and face validity, two judges were recruited to determine whether the
items represent the constructs and if they were understandable. According to their feedback, 6 items from the
initial questionnaire were eliminated. The items for each construct in the resulting questionnaire were: 1)
Technological Knowledge (11 items); 2) Pedagogical Knowledge (7 items); 3) Content Knowledge (6 items); 4)
Technological Pedagogical Knowledge (10 items); 5) Pedagogical Content Knowledge (7 items); 6)
Technological Content Knowledge (5 items); and 7) Technological Pedagogical Content Knowledge (7 items).
D. Data Analysis
The process of assessing validity and reliability of the instrument included three steps:
• Securing content validity and face validity:

Date : Feb 7 - 8, 2012
The first step in a systematic process to validate the proposed research instrument is measuring the content
validity. For this purpose, the initial questionnaire of TPCK along with definitions of each construct of TPCK
was given to two experts in technology integration to judge and determine
whether the items are explained clearly and represent the related construct.
• Measurement of reliability:
The most commonly used method for measuring reliability is the calculation of the coefficient of alpha
or Cronbach’s alpha. Criterion related reliability is often used for knowledge-based surveys. In this regard, the
coefficient of alpha was calculated for each item of the proposed TPCK questionnaire.
• Analysis of the correlation matrix for the constructs:
This matrix indicated how strongly one construct is correlated with other constructs in the correlation
matrix. In the other words, the correlation matrix helped the researchers to assess whether the seven components
of TPCK in this survey are related.
RESULTS
The process of validating the instrument started with determining content validity. The initial
questionnaire was built upon [18] instrument to measure TPCK and contained 59 items. The instrument was
translated to Persian language and along with the definition of each component according to [23] was given to
two instructional technology experts to judge the relationship between definitions and items and also the fluency
of questions. Based on the experts’ feedback, 6 items were removed and the resulting questionnaire consisting
of 53 items was given to the sample group to collect the data and statistical analysis was performed on the
collected data.
The statistical results indicated the Mean for TPCK and its components as follows. Technology
Knowledge: 37.34; Pedagogy Knowledge: 25.64; Content Knowledge: 21.34; Technological Pedagogical
Knowledge: 35.19; Pedagogical Content knowledge: 25.66; Technology Content Knowledge: 17.31; and
Technology Pedagogy Content Knowledge: 24.85.
A. Measurement of Reliability of the Items
The Cronbach’s alpha statistic was used to evaluate the internal consistency of TPCK questionnaire. The
internal consistency reliability (coefficient of alpha) ranged from .865 (TCK) to .906 (TPCK) for the seven
TPCK subscales. This range is considered to be between acceptable to excellent.
In this section, the tables of calculating Cronbach’s alpha indicates the reliability of each item in all seven
subscales of TPCK. The column of Corrected Item-Total Correlation in each table shows the correlation of each

International Conference on Advanced Information System , E-Education
E &
Date : Feb 7 - 8, 2012
item with other items and the column of alpha if item deleted indicates the amount of alpha if the item is
removed from the related subscale.
1) Technology Knowledge
Technology knowledge is defined as the knowledge required for using technology tools to achieve various
tasks. In the TPCK questionnaire, 11 questions were designed to measure technology knowledge.
Table 1: Factor Matrixx for Technology Knowledge (TK)
As shown in Table 1, the highest correlation among questions was seen for question 5 and the least
correlation was for seen for questions 10 and 11 In comparison to previous researches [18,19], this study
showed how the added
ded items raised the
reliability of questionnaire. The Cronbach’s alpha in the current study for this set of items was .91, which is
excellent and was higher than the previous findings [18, 19].
2) Content Knowledge
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2091 1602 ) (http://www.iisrc.org/ijet/about_ijet.php ) OLS Journals ( ISSN : 2091-
2091 0266 ) (
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Reference [25] citing from [26] defined

define content knowledge as “knowledge of the major facts and concepts
within a field and the relationships among them” (p. 6) and explains that content knowledge is a knowledge of
the possible topic-specific
specific representations in a given subject area. In this paper,
paper, content knowledge contained
five different areas depending on the fields in which the participants were being prepared to teach. In this study,
6 questions were designed to measure the Content Knowledge of the participants. These questions were
designedd in five areas according to the different fields of the participants namely English, Persian Literature,
Religion, Mathematics and Science. The Mean of scores ranged from 18.16 (in field of Science) to 22.58 (in
field of Religion).
Table 2: Factor matrix for Content Knowledge (CK)
The Cronbach value for the content knowledge portion of TPCK questionnaire was .886 which is
accepted to be a good internal consistency for a test. As indicated in Table 2, correlations of different items
ranged from .563 to .774 and the Cronbach’s alpha value for all items is more than .81. The result also showed
that the three added items increased the reliability of this portion of the TPCK questionnaire compared to a
previous study [18, 19].

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3) Pedagogy Knowledge
Reference
ce [18] describes pedagogical knowledge as that which “refers to the methods and processes of
teaching and includes knowledge in classroom management, assessment, lesson plan development, and student
learning.” They consider seven items for measuring this knowledge. With regard to their definition, in this
study, the researchers used the exact questions to assess pedagogical knowledge of the participants (Table 3).
Descriptive result of current study showed that the Pedagogical knowledge in different groups of participants
appeared sufficient (Mean range from 23.16 in field of Science to 27.43 in field of Religion).The Chronbach’s
alpha for Pedagogical knowledge in this study was calculated to be .85 that was similar to result [18] for this set
of items (.84).
Table 3: Factor matrix for Pedagogy Knowledge (PK)
4) Technological Content Knowledge
Technological content knowledge (TCK) is the special knowledge that enables a teacher to select or fit the
appropriate technology in the particular content area. The first designers [18] of a TPCK instrument including 4
items corresponding to this knowledge reported = α .80. Another study [19] added one item to this domain and
increased the amount of alpha to .89. In this study, the internal consistency reliability for this domain was .865
that showed the items are reliable to test this knowledge (Table 4).

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5) Technological Pedagogical Knowledge
Technological Pedagogical Knowledge refers to the knowledge of technology tools that can enhance
learning and teaching. In the current study, this component of TPCK was examined through 10 items that
included five questions added to original
Table 5: Factor matrix for Technological Pedagogical Knowledge

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instrument. However, the study to determine reliability of this domain

domain showed that the added items did not make
remarkable changes in the Chronbach’s alpha value in comparison with the previous studies. While Schmidt
determined α =.86 by using 5 items to measure TPK and [19] reduced the items to 3 and reported α =.347, in
this study α =.889. As the result of correlating items shows (Table 5) two items have the least correlation with
other items (less than .35), and that with removing these questions the alpha sufficiency will reach more than
.90.
6) Pedagogical Content Knowledge

owledge
Pedagogical Content Knowledge is an understanding of how to teach a particular content to enhance

learning and teaching. This domain of knowledge was assessed with one question in the original instrument [18]
that was designed and offered to participants
participants in different areas of content. In order to increase reliability of the
instrument, the researchers increased the items to seven. However, the calculated Chronbach’s alpha value in
this study ( = α .895) is more than that reported in previous studies
studie ( =α.85
.85 in [18]’and =
=α.63 in [19]). As
indicated in Table 6, the correlations between items ranged from .606 to .861. However, deleting none of these
items makes significant change in the reliability of this part of the instrument.

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7) Technological Pedagogical
dagogical Content Knowledge
Technological pedagogical content knowledge refers to the knowledge that a teacher

t requires for
integrating technology into teaching in the particular content area [18]. This knowledge emerges from
combination of the above mentioned knowledge
Table7: Factor matrix for Technological Pedagogical Content Knowledge

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components. In this study, seven items in five content areas measured TPCK and the Cronbach’s alpha value
was high (.906).
B) Analysis of the correlation matrix for the constructs:
Following the process of survey development and validation, the correlations between TPCK Table 8:
Correlation between Components of TPCK components were calculated using Pearson product-moment
product
correlations (Table 8). The coefficient of correlation among seven components of TPCK ranged from .272 (TCK
and TK) to .810 (TPK and PK). The result showed that TPCK was significantly correlated with its components
at the 0.01 level (2-tailed).
tailed). The inspection of the correlation
correlation matrix helped to determine how the components of
the TPCK survey are related.
CONCLUSION
The current study introduces a 50 items instrument to educators and researchers as a reliable instrument
to measure technology integration knowledge. This instrument which was built upon [18] instrument was
inspected by judges for determining its validity. Then, it was entered into SPSS 16.0 and the correlation matrix
for each item was determined. It helped the researchers to understand how strongly an item was correlated with

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other items. The results showed the high inter-item correlations among items in each construct that meant how
items are contributing to the construct. In addition, the correlation matrix between seven subscales (TPCK
components) was examined and indicated how the subscales in the survey were related. In this regard, the
researchers suggest the instrument for further studies in technology integration areas
ACKNOWLEDGEMENT
This research has been funded by Islamic Azad University South Tehran Branch.
REFERENCES
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for teachers (NETS-T) and performance indicators. Retrieved Oct. 24, 2011 from: http://www.iste.org
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http://www.iteaconnect.org
3] NTLC. National Technology Leadership Coalition [] Retrieved Oct. 24, 2011 from:
http://www.ntlcoalition.org/
4] Silverstein, G., Frechtling, J., & Miyoaka, A. (2000). Evaluation of the use of technology in Illinois public
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use technology. Learning & Leading with Technology, 30(1), pp. 50-55.

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8] Woodbridge, 2004; Woodbridge, J. (2004). Technology Integration as a Transforming Teaching Strategy.

Retrieved Dec. 24, 2009 from: http://www.techlearning.com/article/2022
9] Vrasidas, C., & McIsaac, M. (2001). Integrating technology in teaching and teacher education: Implications
for policy and curriculum reform. Educational Media International, 38(2/3), 127-132.
10] White, N., Ringstaff, C., & Kelley, L. (2002). Getting the most from technology in schools. Knowledge
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11] Willis, J. (2001). Foundational assumptions for information technology and teacher education.
Contemporary Issues in Technology and Teacher Education, [Online serial], 1(3) 305-320.
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seminar: Integrating content, pedagogy and technology.
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20] Abbitt, J. (2011). Measuring technological pedagogical content knowledge in preservice teacher education:
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Developing an Instrument to Measure Perceived Technology Integration

Conference Paper · February 2012

Time Series Methods & Applications View project

The user has requested enhancement of the downloaded file.

Developing an Instrument to Measure Perceived Technology Integration

Conference Paper · February 2012

Time Series Methods & Applications View project

The user has requested enhancement of the downloaded file.

Venue : Hotel Corus, Kuala Lumpur, Malaysia

Date : Feb 7 - 8, 2012

Developing an Instrument to Measure Perceived Technology Integration Knowledge

The use of technology as an instructional tool is strongly recommended by many professional

Proceeding @ IJISCS ( ISSN : 2091-1610 ) (http://www.iisrc.org/ijitcs/about_ijitcs.php) , IIMACST) (ISSN 1857-7202 ) (

Venue : Hotel Corus, Kuala Lumpur, Malaysia

Date : Feb 7 - 8, 2012

Proceeding @ IJISCS ( ISSN : 2091-1610 ) (http://www.iisrc.org/ijitcs/about_ijitcs.php) , IIMACST) (ISSN 1857-7202 ) (

Venue : Hotel Corus, Kuala Lumpur, Malaysia

Date : Feb 7 - 8, 2012

• Securing content validity and face validity:

Proceeding @ IJISCS ( ISSN : 2091-1610 ) (http://www.iisrc.org/ijitcs/about_ijitcs.php) , IIMACST) (ISSN 1857-7202 ) (

Venue : Hotel Corus, Kuala Lumpur, Malaysia

Date : Feb 7 - 8, 2012

• Analysis of the correlation matrix for the constructs:

A. Measurement of Reliability of the Items

Proceeding @ IJISCS ( ISSN : 2091-1610 ) (http://www.iisrc.org/ijitcs/about_ijitcs.php) , IIMACST) (ISSN 1857-7202 ) (

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Table 1: Factor Matrixx for Technology Knowledge (TK)

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Reference [25] citing from [26] defined

Table 2: Factor matrix for Content Knowledge (CK)

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Table 3: Factor matrix for Pedagogy Knowledge (PK)

4) Technological Content Knowledge

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5) Technological Pedagogical Knowledge

Table 5: Factor matrix for Technological Pedagogical Knowledge

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instrument. However, the study to determine reliability of this domain

6) Pedagogical Content Knowledge

Pedagogical Content Knowledge is an understanding of how to teach a particular content to enhance

Proceeding @ IJISCS ( ISSN : 2091-1610

Venue : Hotel Corus, Kuala Lumpur, Malaysia

Date : Feb 7 - 8, 2012

Technological pedagogical content knowledge refers to the knowledge that a teacher

combination of the above mentioned knowledge

Table7: Factor matrix for Technological Pedagogical Content Knowledge

Proceeding @ IJISCS ( ISSN : 2091-1610

Venue : Hotel Corus, Kuala Lumpur, Malaysia

Date : Feb 7 - 8, 2012

B) Analysis of the correlation matrix for the constructs:

Proceeding @ IJISCS ( ISSN : 2091-1610

Venue : Hotel Corus, Kuala Lumpur, Malaysia

Date : Feb 7 - 8, 2012

Proceeding @ IJISCS ( ISSN : 2091-1610 ) (http://www.iisrc.org/ijitcs/about_ijitcs.php) , IIMACST) (ISSN 1857-7202 ) (