MEASURING THE TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE (TPACK) OF IN-SERVICE TEACHERS OF COMPUTER SCIENCE WHO TEACH ALGORITHMS AND PROGRAMMING IN UPPER SECONDARY EDUCATION

Spyros Doukakis
Dept. of Primary Education
University of the Aegean

Alexandra Psaltidou and Athena Stavraki
The American College of Greece, Pierce College

Nikos Adamopoulos
ICT Center of Primary and Secondary Education of Ileia

Panagiotis Tsiotakis
ICT Center of Primary and Secondary Education of Korinthia

Stathis Stergou
1st Lyceum of Rhodes Greece

Based on the Technological Pedagogical and Content Knowledge (TPACK) framework (Mishra & Koehler, 2006) and the Schmidt et al. (2009) instrument which explore TPACK, this study examines a national sample of 1032 secondary teachers of computer science and measures their knowledge with respect to technology, pedagogy, content knowledge and the combination of each of these areas. Findings indicate that content knowledge and technology knowledge rating are high (average 4.38 and 4.16 respectively) and it seems that secondary teachers are less confident with their pedagogical content knowledge and their technological content knowledge (average 3.51 and 3.68 respectively).

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