INDICATOR FOR TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE (TPACK) EVALUATION OF ONLINE TASKS

Life in the computerized world, which is characterized by the penetration of information technologies and which changes rapidly, is affected in many fields. The penetration of the internet into different fields of teaching and learning may have a significant effect on the quality of teaching. Numerous researchers claim that time is needed in order to examine the real effects of technology on pedagogy (Gao et al. 2006; Hui et al. 2005) and on the teachers in the field "to harness the horses of technology to the cart of pedagogy" (Noski et al. 2006). However, the new learning environment must be created on a rational pedagogical basis and not only on a technological basis (Salomon 2000).The theoretical part of this article describes online learning, the characteristics of knowledge required of teachers who integrate technology in teaching, the characteristics of an online task, and various indicators for evaluating an online task. Because we did not find a dynamic and digital indicator for evaluating the quality of online tasks which encompasses all of the aspects which in our opinion should be expressed in an indicator, such as PK, PCK, TK and TPACK, which is actually the space expected to be expressed in an online task, we developed a digital indicator that evaluates the quality of online tasks. The goal was to develop a unique indicator that would reflect the quality of online tasks with reference to technological pedagogical content knowledge (TPACK). The indicator is described in detail together with the considerations that were taken into account during its construction. The processes by which its validity and reliability were tested are also described.