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or teacher education,integration of information technology and curriculum, and teacher knowledge research.Corresponding TPACK research results are also more and more abundant, the following willbe summed up from the measurements of TPACK, theoretical research on TPACK, empiricalresearch on developing teachers’ TPACK, and the integration of TPACK in specific subject.

2.2.1 Measurements of TPACK

In terms of the measurement methods, Koehler, Shin, and Mishra (2011) reviewed awide range of approaches to measure TPACK and categorized them into five types: (1)Self-report measure refers to how participants evaluate the degree of a given statementregarding the use of technology in teaching. In most cases, it included multiple sub-scales ofTPACK. It is the most common and universal method, which saves time and effort andfacilitates a large-scale investigation. (2) The open-end questionnaire asks participants torecord written or typed responses to a set of prompts prepared by researchers. (3)Performance assessment refers to the participants’ performance on given tasks that aredesigned in advance. (4) Interview refers to how the researchers and the participants conductresearch based on oral questions and answers. (5) Observation refers to how the researchersjudge the level of the participants’ TPACK over a certain period of time by video recordingor field-note taking of a class. What’s more, these methods can be divided into quantitativeresearch, qualitative research, and mixed research. Among them, the quantitative method isthe main tool.

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Chapter Three Methodology................................ 20

3.1 Research Questions........................ 20

3.2 Participants.........................20

Chapter Four Results and Discussion................................ 28

4.1 Descriptive Analysis and Correlation Analysis............................28

4.2 Current Situation of Teachers’ TPACK.................................30

Chapter Five Conclusion....................................... 54

5.1 Major Findings................................54

5.2 Suggestions............................. 55

Chapter Four Results and Discussion

4.1 Descriptive Analysis and Correlation Analysis

To test the normal distribution of the collected data, skewness and kurtosis wereanalyzed in SPSS 22.0. Results suggested the skewness ranged from -1.218 to .401 and thekurtosis ranged from -.615 to 3.234, thus, normal distribution was achieved based on therespective criteria of | 3 | for skewness and | 8 | for kurtosis (Kline, 2010). Teachers wereaged between 22 and 69 years (M = 39.88, SD = 9.20) and their teaching experience rangedfrom 1 to 38 years (M = 17.18, SD = 9.84). Table 6 indicates the demographic information ofthe participants, including gender, age, professional title, teaching experience, andeducational degree.

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Chapter Five Conclusion

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