Another jingle-jangle fallacy? Examining the validity of Technological Pedagogical and Content Knowledge (TPACK) self-report assessments
Author(s) / Creator(s)
Backfisch, Iris
Schneider, Jürgen
Lachner, Andreas
Scheiter, Katharina
Scherer, Ronny
Abstract / Description
Recent research provided evidence that teachers’ professional knowledge regarding the adoption of educational technologies is a central determinant for successful teaching with technologies (Petko, 2012). One prominent conceptualization of teachers’ professional knowledge for teaching with technology is the technological-pedagogical-content-knowledge (TPACK) framework established by Mishra and Koehler (2006). Teachers' TPACK is mostly investigated with self-report questionnaires. However, recent research suggests that the use of self-report TPACK might be challenging during interpreting the results of empirical studies (Abbitt, 2011; Joo, Kim, & Li, 2018; Fabriz et al., 2020). Therefore, the use of self-report TPACK might induce a jingle-jangle fallacy (Gonzalez et al., 2020). Jingle-jangle fallacies describe a lack of extrinsic convergent validity in two different ways: On the one hand two measures which are labeled the same might represent two conceptually different constructs (jingle fallacy). In the present case, self-report TPACK might differ from teachers’ knowledge for technology-enhanced teaching to a larger extent than previous research suggests. On the other hand two measures which are labeled differently might examine the same construct (jangle fallacy). Accordingly, self-report TPACK and self-efficacy beliefs towards technology-enhanced teaching might be similar constructs with comparable implications on teachers’ technology integration (see e.g., Marsh et al., 2020 for an investigation of jingle-jangle fallacies). Within this protocol, we preregister a meta-analysis to investigate systematically the validity of self-reported TPACK.
Keyword(s)
meta-analysis jingle-jangle fallacy TPACK technological-pedagogical-content-knowledge self-efficacy validityPersistent Identifier
PsychArchives acquisition timestamp
2020-10-13 08:10:53 UTC
Publisher
PsychArchives
Citation
Backfisch, I., Schneider, J., Lachner, A., Scheiter, K., & Scherer, R. (2020). Another jingle-jangle fallacy? Examining the validity of Technological Pedagogical and Content Knowledge (TPACK) self-report assessments. PsychArchives. https://doi.org/10.23668/PSYCHARCHIVES.4226
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Author(s) / Creator(s)Backfisch, Iris
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Author(s) / Creator(s)Schneider, Jürgen
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Author(s) / Creator(s)Lachner, Andreas
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Author(s) / Creator(s)Scheiter, Katharina
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Author(s) / Creator(s)Scherer, Ronny
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PsychArchives acquisition timestamp2020-10-13T08:10:53Z
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Made available on2020-10-13T08:10:53Z
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Date of first publication2020-10-12
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Abstract / DescriptionRecent research provided evidence that teachers’ professional knowledge regarding the adoption of educational technologies is a central determinant for successful teaching with technologies (Petko, 2012). One prominent conceptualization of teachers’ professional knowledge for teaching with technology is the technological-pedagogical-content-knowledge (TPACK) framework established by Mishra and Koehler (2006). Teachers' TPACK is mostly investigated with self-report questionnaires. However, recent research suggests that the use of self-report TPACK might be challenging during interpreting the results of empirical studies (Abbitt, 2011; Joo, Kim, & Li, 2018; Fabriz et al., 2020). Therefore, the use of self-report TPACK might induce a jingle-jangle fallacy (Gonzalez et al., 2020). Jingle-jangle fallacies describe a lack of extrinsic convergent validity in two different ways: On the one hand two measures which are labeled the same might represent two conceptually different constructs (jingle fallacy). In the present case, self-report TPACK might differ from teachers’ knowledge for technology-enhanced teaching to a larger extent than previous research suggests. On the other hand two measures which are labeled differently might examine the same construct (jangle fallacy). Accordingly, self-report TPACK and self-efficacy beliefs towards technology-enhanced teaching might be similar constructs with comparable implications on teachers’ technology integration (see e.g., Marsh et al., 2020 for an investigation of jingle-jangle fallacies). Within this protocol, we preregister a meta-analysis to investigate systematically the validity of self-reported TPACK.en
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Publication statusotheren
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Review statusunknownen
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SponsorshipThis project is part of the “Qualitätsoffensive Lehrerbildung”, a joint initiative of the Federal Government and the Länder which aims to improve the quality of teacher training. The programme is funded by the Federal Ministry of Education and Research. The authors are responsible for the content of this publication.en
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CitationBackfisch, I., Schneider, J., Lachner, A., Scheiter, K., & Scherer, R. (2020). Another jingle-jangle fallacy? Examining the validity of Technological Pedagogical and Content Knowledge (TPACK) self-report assessments. PsychArchives. https://doi.org/10.23668/PSYCHARCHIVES.4226en
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Persistent Identifierhttps://hdl.handle.net/20.500.12034/3838
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Persistent Identifierhttps://doi.org/10.23668/psycharchives.4226
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Language of contenteng
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PublisherPsychArchivesen
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Keyword(s)meta-analysisen
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Keyword(s)jingle-jangle fallacyen
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Keyword(s)TPACKen
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Keyword(s)technological-pedagogical-content-knowledgeen
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Keyword(s)self-efficacyen
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Keyword(s)validityen
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Dewey Decimal Classification number(s)150
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TitleAnother jingle-jangle fallacy? Examining the validity of Technological Pedagogical and Content Knowledge (TPACK) self-report assessmentsen
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DRO typepreregistrationen