Validation and factorial structure of a TPACK questionnaire in the context of Generative Artificial Intelligence (GAI)

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https://doi.org/10.25267/Hachetetepe.2024.i28.1101

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No. 28 (2024)
Monographic
1101
Published: 15-01-2024
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Abstract

The aim of the study was to validate a TPACK questionnaire for use in teachers, specifically concerning the use of generative artificial intelligence. Reliability tests, exploratory, and confirmatory factor analysis were conducted, demonstrating the existence of three factors. The assessment tool used exhibits high internal consistency, with dimensions ranging between CK+PK+PCK (.882) and TCK+TPK+TPACK (.964). A challenge is identified in measuring knowledge under the TPACK model, requiring adaptation to diverse contexts and content areas. Overall, this Spanish version of the TPACK questionnaire for generative artificial intelligence is confirmed as a valid and reliable tool for assessing technological, pedagogical, and disciplinary knowledge in teachers, particularly regarding generative artificial intelligence.

Keywords

TPACK Google Schoolar
Technological knowledge Google Schoolar
Pedagogical knowledge Google Schoolar
Disciplinary knowledge Google Schoolar
Generative artificial intelligence Google Schoolar

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Saz-Pérez, F., Pizá-Mir, B., & Lizana Carrió, A. (2024). Validation and factorial structure of a TPACK questionnaire in the context of Generative Artificial Intelligence (GAI) . Hachetetepé. Scientific Journal of Education and Communication, (28), 1101. https://doi.org/10.25267/Hachetetepe.2024.i28.1101

Author Biographies

Fabio Saz-Pérez, Conselleria d'Educació i Universitats & Universidad de las Islas Baleares

Bachelor's degree in Biology and Biochemistry, with two master's degrees in Neuroscience and Teacher Training. With over 10 years of teaching experience in secondary education, covering various scientific subjects, and 6 years of TIC coordination. Currently working as a civil servant as a teacher for the Conselleria d’Educació de les Illes Balears. In the academic-research field, is Ph.D. candidate in Educational Technology and he has participated in projects introducing new technologies in the classroom, attended conferences on ICT and science didactics, and has been a speaker in related training in this field and neuroeducation.

Bartolomé Pizá-Mir, i-DEA. Investigación Didáctica y Estudios curriculares Avanzados

Bachelor's and Doctorate degrees in Sciences, also a Ph.D. in Education Sciences from the University of the Balearic Islands. With over 10 years of teaching experience in mandatory and post-mandatory stages. In the research field, he is the author of different publications (articles and book chapters) on evaluation, curriculum design, and specific didactics of sciences and mathematics. He has been a speaker at various conferences related to these topics. Currently, he is also a university professor in the mentioned areas and a civil servant in the teaching specialty of mathematics.

Alexandra Lizana Carrió, Universidad Pontificia Comillas

Bachelor's in Pedagogy (Specialized in School Pedagogy), Master's in Educational Technology: E-Learning and Knowledge Management, and Ph.D. in Educational Technology: Virtual Learning and Knowledge Management. She is part of the Department of General Didactics and Education Theories as a teacher at CESAG, teaching subjects in the Primary Education and Early Childhood Education degrees. She is also part of the Department of Applied Pedagogy and Educational Psychology at UIB, teaching in the Primary and Pedagogy degrees. She collaborates with the National University of Southern Patagonia (UNPA) in Argentina as a teacher in the Master's in Education in Virtual Environments.

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Copyright (c) 2024 Fabio Saz-Pérez, Bartolomé Pizá-Mir, Alexandra Lizana Carrió

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