Examining TPACK Among K-12 Online Distance Educators in the United States

By Leanna M. Archambault, Kent J. Crippen. 2009

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Citations in the corpus

Measuring Technological Pedagogical Content Knowledge in Preservice Teacher Education (2011, unknown): “…including investigations of the uses of the World Wide Web (Lee & Tsai, 2010), online teaching and learning (Archambault, 2008; Archambault & Crippen, 2009; Doering, Scharber, & Miller, 2009), developing communities of practice (Engelien et al., 2009; Sun & Deng, 2007), and the use of…”
Developing and Validating a Reliable TPACK Instrument for Secondary Mathematics Preservice Teachers (2013, background): “This is the first survey instrument designed specifically for secondary mathematics PSTs. Unlike prior studies (e.g. Archambault & Crippen, 2009; Schmidt et al., 2009) that focused on teachers of multiple disciplines, our study was unique because it focused specifically on the next generation of…”
Examining the technological pedagogical content knowledge of Singapore pre-service teachers with a large-scale survey (2010, methodology): “With the exception of Archambault and Crippen (2009) and Lee and Tsai (2010), the other surveys reviewed were pilot-tested with small samples of less than 500.”
Revisiting technological pedagogical content knowledge: Exploring the TPACK framework (2010, methodology): “To date, two survey instruments have been created to measure TPACK, one tailored toward undergraduate students (Schmidt et al., 2009) and the other specific to online teaching (Archambault & Crippen, 2009).”
Technological Pedagogical Content Knowledge (TPACK) (2009, background): “Archambault and Crippen (2009) have developed a survey-based approach to measuring TPACK based upon a sample of 596 K–12 online teachers.”
Balancing Technology, Pedagogy and the New Normal: Post-pandemic Challenges for Higher Education (2021, methodology): “The survey was an adaptation of the validated T-PACK self-efficacy scale (Archambault and Crippen 2009) to the context of online teaching and learning.”
The Technological Pedagogical Content Knowledge Framework (2014, methodology): “In the Schmidt et al. ( 2009 ) , Archambault and Crippen ( 2009 ) , and the Sahin ( 2011 ) studies, discriminant validity was addressed through exploratory factor analysis, ﬁ nding support for each of the seven factors in each study.”
An Investigation of the Relationship between Self-Efficacy Beliefs about Technology Integration and Technological Pedagogical Content Knowledge (TPACK) among Preservice Teachers (2011, background): “…of multiple teacher preparation and professional development programs to investigate and understand specific learning activities and environments (Archambault & Crippen, 2009; Doering , Scharber, & Miller, 2009; Graham et al., 2009; Harris, Mishra, & Koehler, 2009; Koehler & Mishra, 2005;…”
Facilitating Preservice Teachers' Development of Technological, Pedagogical, and Content Knowledge (TPACK) (2010, methodology): “Several survey instruments were reviewed (e.g. Archambault & Crippen, 2009; Graham et al., 2009; Lee & Tsai, 2010; Schmidt et al., 2009).”