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Examining preservice teachers’ perceived knowledge of TPACK and cyberwellness through structural equation modeling
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Chai, C. S., Koh, J. H. L., Ho, J. H. N., & Tsai, C. C. (2012). Examining preservice teachers’ perceived knowledge of TPACK and cyberwellness through structural equation modelling. Australasian Journal of Educational Technology, 28(Special issue, 6), 1000-1019.
This study examined outcomes from an information and communication technology
(ICT) course designed on the basis of the meaningful learning framework and general
cyberwellness issues. It also examined the relationships among Singaporean
preservice teachers’ perceptions of the constructs pertaining to technological
pedagogical content knowledge (TPACK), and their perceived ability to integrate
cyberwellness knowledge when designing web-related learning. Two questionnaires
were administered to 668 and 628 preservice teachers before and after the ICT course
to elicit the relationships. Five TPACK knowledge constructs (PK, CK, Web 2.0-related
TK, TPK, TPACK) and the teachers’ cyberwellness knowledge were identified from
factor analysis results. The pre-post course surveys indicate that the preservice
teachers perceived strong gain in 5 out 6 constructs measured. Additionally, the
structural equation model analysis revealed that cyberwellness knowledge contributes
significantly to TPK and TPACK, based on the preservice teachers’ perception. As
such, the study argues that the preservice teachers’ confidence to integrate their
cyberwellness knowledge into their teaching may play an important role in
influencing how they plan and design web-based learning. Cyberwellness knowledge
may be an important knowledge component to foster when considering the future
development of teachers’ TPACK for web-based learning.
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