Exploring the link between pre-service teachers’ ICT-related profiles and their Technological Pedagogical Content Knowledge (TPACK)

1. Exploring the link between
pre-service teachers’ ICT-
related profiles and their
TPACK
Jo Tondeur, Fazilat Siddiq,
Ronny Scherer, Evrim Baran
SITE Conference
Austin, TX, USA, March 5-9, 2017

2. School teachers are dealing
with new generation of
students who are growing
up with technologies as
omnipresent tools.
SITE, March 5-9, 2017 3Tondeur, Siddiq, Scherer, & Baran: Pre-Service Teachers' ICT Profiles and TPACK
Background
The changes have been faster than could have been
imagined two or three decades ago.
(Spector, 2010)

3. For ICT–use in education,
teachers must be
competent in three forms
of knowledge, but more
importantly, they must be
able to integrate all three
types of knowledge.
SITE, March 5-9, 2017 4Tondeur, Siddiq, Scherer, & Baran: Pre-Service Teachers' ICT Profiles and TPACK
Background
(Koehler & Mishra, 2009)

4. To understand pre-service teachers’ TPACK,
we need to study their ICT profiles.
SITE, March 5-9, 2017 5Tondeur, Siddiq, Scherer, & Baran: Pre-Service Teachers' ICT Profiles and TPACK
Background
(Niess, 2015)
Attitudes towards ICT
(Scherer, Siddiq, & Teo, 2015)
Attitudes toward ICT in education
(Sang et al., 2010)
ICT self-efficacy
(Kavanoz, Yuksel, & Ozcan, 2015)
Ease of use
(Venkatesh et al., 2013)

5. But a mere focus on pre-service teachers’ characteristics
could lead to “individual blame” rather than “system blame”
when focusing on explaining variables related to TPACK.
Therefore, research should also stress
the role of Teacher-Training Institutions (TTIs).
SITE, March 5-9, 2017 6Tondeur, Siddiq, Scherer, & Baran: Pre-Service Teachers' ICT Profiles and TPACK
Background
(Mouza et al., 2014)

6. SITE, March 5-9, 2017 7Tondeur, Siddiq, Scherer, & Baran: Pre-Service Teachers' ICT Profiles and TPACK
Background
Effective
strategies for…
(Tondeur et al., 2012)

7. SITE, March 5-9, 2017 8Tondeur, Siddiq, Scherer, & Baran: Pre-Service Teachers' ICT Profiles and TPACK
Purpose
TPACK
Pre-service
teachers’ ICT
characteristics
SQD
Delineate profiles based on pre-service teachers’
ICT-related characteristics, the support they perceive
provided by their institution (SQD), and their TPACK

8. SITE, March 5-9, 2017 9Tondeur, Siddiq, Scherer, & Baran: Pre-Service Teachers' ICT Profiles and TPACK
Method
Delineate profiles based on pre-service teachers’
ICT-related characteristics, the support they perceive
provided by their institution (SQD), and their TPACK
Latent profile analysis (LPA)
Person-centered latent variable approach
Robust maximum likelihood estimation (MLR)
Entropy and likelihood ratio tests (LRTs) to compare
competing models
(Marsh et al., 2009; Masyn, 2013)

9. SITE, March 5-9, 2017 10Tondeur, Siddiq, Scherer, & Baran: Pre-Service Teachers' ICT Profiles and TPACK
Results
Profiles LL (df) AIC BIC aBIC Entropy p(VLMR-
LRT)
p(LMR-
LRT)
1 -5672 (14) 11372 11435 11391 1.000 - -
2 -5101 (24) 10250 10359 10283 0.820 .000 .000
3 -4876 (34) 9820 9974 9866 0.842 .089 .091
Decision for a two-profile solution
More profiles difficult to interpret substantively

10. SITE, March 5-9, 2017 11Tondeur, Siddiq, Scherer, & Baran: Pre-Service Teachers' ICT Profiles and TPACK
Results
0
0,5
1
1,5
2
2,5
3
3,5
4
4,5
5
SDQ GATT EDATT ESATT SEFF TPACK TK
Meanscores
Profile 1
Profile 2Two-profile
solution

11. SITE, March 5-9, 2017 12Tondeur, Siddiq, Scherer, & Baran: Pre-Service Teachers' ICT Profiles and TPACK
Results
Variables
M (SD)
Latent profile 1
(N = 241)
Latent profile 2
(N = 447)
d 95% C.I. d
SDQ 2.13 (0.92) 3.02 (0.92) 0.97*** [0.81; 1.14]
General ICT attitudes 2.83 (0.66) 3.82 (0.66) 1.51*** [1.33; 1.68]
Attitudes ICT use 3.53 (0.71) 4.26 (0.71) 1.03*** [0.86; 1.19]
Ease of ICT use 2.64 (0.77) 3.77 (0.77) 1.47*** [1.29; 1.64]
ICT self-efficacy 2.75 (0.62) 3.68 (0.62) 1.31*** [1.13; 1.48]
TPACK 2.14 (0.47) 2.91 (0.47) 1.65*** [1.47; 1.83]
TK 1.85 (0.53) 2.87 (0.53) 1.91*** [1.72; 2.10]

12. SITE, March 5-9, 2017 13Tondeur, Siddiq, Scherer, & Baran: Pre-Service Teachers' ICT Profiles and TPACK
Discussion & Conclusions
Pre-service teachers adopting more positive ICT attitudes
were more likely to report positive attitudes toward ICT in
education. (cf. Agyei, & Voogt, 2015)
ICT self-efficacy, ease of use, and their TPACK go together
within both profiles.
Some pre-service teachers are intrinsically motivated to
use ICT in their educational practice, while others do not
share this affinity. (e.g., Teo & Milutinovic, 2015)

13. SITE, March 5-9, 2017 14Tondeur, Siddiq, Scherer, & Baran: Pre-Service Teachers' ICT Profiles and TPACK
Discussion & Conclusions
Pre-service teachers with positive attitudes, ICT self-
efficacy, and TPACK also report strong support provided by
their TTI.
o Understanding of pre-service teachers’ TPACK profile is a crucial
factor in supporting them.
o Opportunity to design technology-enhanced curriculum materials
by design teams is a promising strategy (Becuwe et al., 2016)
o Findings of the current study can be used to make the composition
of the groups based on the profiles

14. SITE, March 5-9, 2017 15Tondeur, Siddiq, Scherer, & Baran: Pre-Service Teachers' ICT Profiles and TPACK
Thank you very much!
Jo Tondeur
Ghent University, Vrije
Universiteit Brussel
Jo.Tondeur@UGent.be
Fazilat Siddiq
Nordic Institute for Studies of
Innovation, Research and
Education (NIFU)
Ronny Scherer
Centre for Educational
Measurement at the University
of Oslo (CEMO)
Evrim Baran
Middle East Technical
University Turkey

15. References
SITE, March 5-9, 2017 16Tondeur, Siddiq, Scherer, & Baran: Pre-Service Teachers' ICT Profiles and TPACK
Agyei, D. D., & Voogt, J. (2014). Examining factors affecting beginning teachers’ transfer of learning of ICT-
enhanced learning activities in their teaching practice. Australasian Journal of Educational Technology,
30(1), 92–105.
Becuwe, H., Tondeur, J., Pareja Roblin, N., Thys, J., & Castelein, E. (2016). Teacher design teams as a
strategy for professional development: The role of the facilitator. Educational Research and Evaluation,
22(3-4), 141-154.
Kavanoz, S., Yüksel, H. G., & Özcan, E. (2015). Pre-service teachers' self-efficacy perceptions on Web
Pedagogical Content Knowledge. Computers & Education, 85, 94-101.
Koehler, M. J., & Mishra, P. (2009). What is Technological Pedagogical Content Knowledge? Contemporary
issues in technology and teacher education, 9(1), 60-70.
Marsh, H. W., Lüdtke, O., Trautwein, U., & Morin, A. J. S. (2009). Classical Latent Profile Analysis of
Academic Self-Concept Dimensions: Synergy of Person- and Variable-Centered Approaches to
Theoretical Models of Self-Concept. Structural Equation Modeling: A Multidisciplinary Journal, 16(2),
191-225. doi:10.1080/10705510902751010
Masyn, K. E. (2013). Latent class analysis and finite mixture modeling. In T. D. Little (Ed.), The Oxford
Handbook of Quantitative Methods in Psychology (Vol. 2, pp. 551-611). Oxford: Oxford University Press.

16. References
SITE, March 5-9, 2017 17Tondeur, Siddiq, Scherer, & Baran: Pre-Service Teachers' ICT Profiles and TPACK
Mouza, C., Karchmer-Klein, R., Nandakumar, R., Yilmaz Ozden, S., & Hu, L. (2014). Investigating the impact
of an integrated approach to the development of preservice teachers' technological pedagogical
content knowledge (TPACK). Computers & Education, 71, 206-221. doi:10.1016/j.compedu.2013.09.020
Niess, M. L. (2015). Transforming Teachers’ Knowledge: Learning Trajectories for Advancing Teacher
Education for Teaching with Technology. In C. Angeli & N. Valanides (Eds.), Technological Pedagogical
Content Knowledge: Exploring, Developing, and Assessing TPCK (pp. 19-37). Boston, MA: Springer US.
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integration: Predictors of prospective teaching behaviors with educational technology. Computers &
Education, 54(1), 103-112. doi:10.1016/j.compedu.2009.07.010
Scherer, R., Siddiq, F., & Teo, T. (2015). Becoming more specific: Measuring and modeling teachers'
perceived usefulness of ICT in the context of teaching and learning. Computers & Education, 88, 202-
214. doi:10.1016/j.compedu.2015.05.005
Spector, J. M. (2010). President’s Column: Educational Technology and Change. TechTrends: Linking
Research & Practice to Improve Learning, 54(5), 6-7.
Teo, T., & Milutinovic, V. (2015). Modelling the intention to use technology for teaching mathematics
among pre-service teachers in Serbia. Australasian Journal of Educational Technology, 31(4), 363–380.

17. References
SITE, March 5-9, 2017 18Tondeur, Siddiq, Scherer, & Baran: Pre-Service Teachers' ICT Profiles and TPACK
Tondeur, J., van Braak, J., Sang, G., Voogt, J., Fisser, P., & Ottenbreit-Leftwich, A. (2012). Preparing pre-
service teachers to integrate technology in education: A synthesis of qualitative evidence. Computers &
Education, 59(1), 134-144. doi:http://dx.doi.org/10.1016/j.compedu.2011.10.009
Venkatesh, V., Jedwab, J., Rabah, J., Thomas, T., Varela, W., & Alexander, K. (2013). From disconnected to
connected: Insights into the future of distance education and Web 2.0 tools in higher education. Revue
internationale des technologies en pédagogie universitaire/International Journal of Technologies in
Higher Education, 10(3), 6-13.

18. Citation
SITE, March 5-9, 2017 19Tondeur, Siddiq, Scherer, & Baran: Pre-Service Teachers' ICT Profiles and TPACK
Please cite this presentation as follows:
Tondeur, J., Siddiq, F., Scherer, R., & Baran, E. (2017, March). Exploring the link
between pre-service teachers’ ICT-related profiles and their TPACK. Paper
presented at the SITE 2017 Conference, Austin, TX, USA.