Synthesis of survey questions that accurately discriminate the elements of the TPACK framework

  • Seeta Jaikaran-Doe University of Tasmania
  • Peter Edward Doe University of Tasmania


A number of validated survey instruments for assessing technological pedagogical content knowledge (TPACK) do not accurately discriminate between the seven elements of the TPACK framework particularly technological content knowledge (TCK) and technological pedagogical knowledge (TPK).  By posing simple questions that assess technological, pedagogical, and content knowledge (TK, PK and CK) the logical associations forming the TPACK framework can be used to synthesise TPK, TCK survey items that are inherently valid. This process can further be applied to constructing TPACK survey questions that agree closely with those from validated surveys.

Author Biographies

Seeta Jaikaran-Doe, University of Tasmania
Experienced teacher in Trinidad, USA, Kuwait and Tasmania. Now 2 years into a PhD at University of Tasmania investigating the effectiveness of the one-laptop-per-child initiative in Trinidad through a mixed method survey of teachers' TPACK.
Peter Edward Doe, University of Tasmania
Retired Associate Professor of Mechanical Engineering. Since retiring have been lecturing part time in Kuwait, China and Tasmania.  Now have a research interest in the use of ICT for enhancing teaching and student learning.


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How to Cite
Jaikaran-Doe, S., & Doe, P. (2015). Synthesis of survey questions that accurately discriminate the elements of the TPACK framework. Australian Educational Computing, 30(1). Retrieved from
Research Articles (Refereed/Reviewed)