Abstract
Technological pedagogical content knowledge (TPACK) has evolved as a valuable model for understanding teacher performances in technology use in education to support pedagogy with proper content knowledge for the success of teaching and learning. Many self-report questionnaires have been developed for TPACK. However, limited studies assessed the extension of the questionnaires for a specific context. This study aims to develop and validate a questionnaire scale to assess elementary school teachers' TPACK and the Use of the Internet (UotI). We used the scale to report TPACK's internal relationships and TPACK with UotI. The study measured whether the model reflects transformative perspectives concerning how the domains (TPACK and UotI) interact. The initial scale consisted of 43 items, validated and assessed for reliability through some procedures; face and content validity, pilot study, and measurement model in the partial least-square structural equation modeling (PLS-SEM). The scale was distributed to 1100 elementary school teachers. Findings inform that 40 scale items are valid and reliable for assessing teachers' TPACK and UotI. The significant relationships of all factors support a transformative view of the scale.