The Influence of gender on Beginning Teachers' Perceptions on Their Technological Pedagogical Content Knowledge (TPACK): A Summary

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Hello everyone,

Here with me again, Sri, and I am going to summarize a paper entitled The Influence of gender on Beginning Teachers' Perceptions on Their Technological Pedagogical Content Knowledge (TPACK) which is written by Kathy Jordan, RMIT Australia. 
As we know that there are many papers about TPACK and most of those papers are influenced by Mishra and Koehler (2006). More information about TPACK-related paper can be found at this link http://tpack.org/. The researcher found the gap between gender and ICT mastery and the researcher wants to address the gap in the literature by focusing on the influence of gender in survey findings from two cohorts of beginning teachers.
Abbitt's (2011) review the TPACK instrument of pre-service teacher education through two parallel approaches and those are performance-based measure (artifacts produced by pre-service teachers) and involve the use of self-reporting measures. The initial design was for pre-service teachers majoring in elementary and early childhood education and the instrument used 4 subscales. The survey instruments included demographic information, open-ended questions, the effectiveness of teacher education program and to measure the knowledge domains in each TPACK framework. 
The instrument, Schmidt et al. 2009, has been used by some organizations and some of those adapted the instrument. 
The researcher wanted to know about the role of gender in assessing TPACK knowledge.  It is found that there is some research about computer use (Kay, 2006), Jamieson-Proctor et al (2006) and Markauskaita (2006) but there is no previous research related to gender impacts on measuring TPACK knowledge. The aim of the research was to compare the male and female knowledge about TPACK through self-assessment. The research was conducted in 2010 and 2011. There were 64 beginning teachers and 142 beginning teacher in cohort 2. 
The aims of the research are want to address these questions: How do male and female self-assessments compare? What are the differences and similarities in how they self-assess their domain knowledge? How do they self-assess multiple items in a given domain? What are the similarities and differences in how they self-assess these multiple items? Does this self-assessment remain constant in the two years of the study?
The method used in the research was questionnaire which was adapted from Schmidt et al (2009b). There is some section of the questionnaire but there is also 5 Likert scale answer. Then the survey is created by using Survey Monkey The participants in the study were beginning teachers in Australia. The program in the research used a blended approach which was broken down into two-days face-to-face workshop and six months length online class. 
The data showed that beginning teachers have similar trends in the way they rate their knowledge through self-assessment. 
In short, the result showed that beginning teachers rate their domain knowledge highly, particularly around Content Knowledge, they rate their knowledge around technology lower, including their capacity to interconnect this knowledge to form TCK, TPK, and TPACK. It has suggested there are significant differences in how male and female beginning teachers rated their knowledge with males consistently rating their domain knowledge higher. Females, however, rated their knowledge higher than males in one domain, Pedagogy Knowledge. This study has also made numerous recommendations for future research, particularly in examining the possible connection between the measurement of TPACK knowledge and practice



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