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What does the TPACK framework emphasize?

• The exclusion of technology knowledge

• The importance of content knowledge only

• The interaction between content, pedagogy, and technology

• The focus on pedagogical knowledge only

What is the main idea behind Pedagogical Content Knowledge (PCK)?

• Developing technology skills

• Understanding content only

• Blending content and pedagogy for teaching

• Adapting content for diverse learners

What does Technological Content Knowledge (TCK) refer to?

• Understanding of student characteristics

• Knowledge of traditional technologies only

• Knowledge of the reciprocal relationship between technology and content

• Understanding of pedagogical practices

What is the central idea of Technological Pedagogical Content Knowledge (TPACK)?

• Knowledge about the relations among technology, pedagogy, and content

• Understanding of technology constraints

• Knowledge about content only

• Understanding of student abilities

What is the purpose of ICT-Related PCK?

• To infuse ICT activities in classrooms

• To identify topics for teaching

• To integrate technology into teaching within PCK

• To select ICT tools for teaching

How does Knowledge of Educational Technology differ from the TPACK framework?

• It integrates technology into PCK

• It emphasizes the use of ICT tools

• It treats technology knowledge as separate

• It focuses on the interaction between content, pedagogy, and technology

What is the main focus of the Electronic Pedagogical Content Knowledge (ePCK)?

• Basic technical knowledge

• Developing appropriate teaching strategies

• Teacher efficacy

• Integrating technology into content areas

What does the Technological Pedagogical Content Knowledge-Web (TPCK-W) framework emphasize?

• General uses of the Web

• Specific Web tools

• Advanced use of the Web

• All of the above

What is the critical issue in measuring TPACK?

• Reliability and validity

• Internal consistency

• Test-retest reliability

• Discriminant validity

What is the main challenge in developing TPACK within the pre-service teacher population?

• Prior beliefs limiting vision

• Limited teaching experience

• Minimal levels of TPACK constructs

• Lack of technology knowledge