Interrelationship between stages of concern and technological, pedagogical, and content knowledge: a study on Taiwanese senior high school in-service teachers

摘要

Education policies universally promote teachers integrating technology into their teaching. This study uses two measures of technology integration in a sample of high school teachers. More importantly, it establishes connections between two disparate measures. Affective dimensions of technology integration are addressed by one measure, stages of concern (SoC), and cognitive dimensions are addressed by the other, technological, pedagogical, and content knowledge (TPACK). Few studies have explored the links between these measures.