Teachers' post-TaL technology knowledge is not significantly associated with their technology content knowledge.¶

Claim · All claims
Evidence · 1 study · associational r1 · q2
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? A Spearman correlation between post TK scores and TCK understanding levels was not statistically significant. → Jingwan Tang 2023

Evidence¶

Jingwan Tang 2023¶

Jingwan Tang, Xiaofei Zhou, Xiaoyu Wan, Michael Daley, Zhen Bai. (2023). ML4STEM Professional Development Program: Enriching K-12 STEM Teaching with Machine Learning. International Journal of Artificial Intelligence in Education. https://doi.org/10.1007/s40593-022-00292-4

q2 · i? · associational · r1

Secondary correlational analysis of the same 18-teacher dataset, relating post-test TK scores to TCK quality levels. The article reports the association "was not statistically significant ( p = .309)"; equivalence was not tested and no effect size is printed.

"However, according to a Spearman correlation test, the association between the post TK and TCK was not statistically significant ( p = .309)."

Discussion¶

Related Claims¶

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• The ML4STEM Teachers-as-Learners session significantly increases K-12 STEM teachers' technology knowledge of k-means clustering on five of six assessment questions. — related
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